) 

^  A _ _ 

Detailed  Course 
of  Study 

FOR 

Grade  Classes 

IN 

ENGLISH 

READING 

WRITING 

SPELLING 

LANGUAGE 

GRAMMAR 


T,tr  |  T 

JUL  14  1931 


The  ultimate  purpose  in  all  teaching,  aside  from  information, 
is  to  develop  an  interest  in  life;  a  keen  comprehension  of  one’s 
environment;  a  desire  to  think  independently  and  the  power  to 
arrive  at  correct  deductions  when  certain  facts  are  given. 


EAST  ST.  LOUIS  PUBLIC  SCHOOLS 

August,  1914. 


31 Z.  C, 

EalcL 


FOREWORD. 


A  Course  of  Study  is  fundamental  to  every  school  sys¬ 
tem.  Every  one  directly  connected  with  the  schools  should 
have  accurate  information  of  the  work  to  be  accomplished, 
and  be  thoroughly  informed  as  to  the  relation  each  integral 
part  bears  to  the  whole.  From  time  to  time  new  teachers 
are  added  to  the  corps  and  unless  a  complete  Course  of 
Study  is  available,  much  time  and  energy  must  of  necessity 
be  spent  in  becoming  familiar  with  the  work  to  be  accom¬ 
plished. 

An  excellent  Course  of  Study  will  not  of  itself  guar¬ 
antee  efficient  school  work;  it  is  however  a  prerequisite  to 
work  properly  articulated  and  correlated. 

A  teacher  in  any  grade,  to  work  with  pleasure  to  herself 
and  profit  to  her  pupils,  must  be  thoroughly  acquainted  with 
the  work  already  accomplished  by  her  pupils  during  the 
time  spent  in  lower  grades;  must  thoroughly  understand 
the  fundamental  principles  to  be  presented  and  developed 
in  the  grade  in  which  she  works,  and  must  also  know  the 
work  to  be  done  in  succeeding  grades  in  order  that  she  may 
present  the  subjects  in  a  manner  that  will  not  only  thor¬ 
oughly  acquaint  her  pupils  with  the  work  immediately  at 
hand,  but  that  this  instruction  may  prepare  the  way  for 
intelligent  school  work  in  the  grades  to  follow. 

These  outlines  will  be  of  little  value  if  not  compre¬ 
hended  as  a  whole.  Become  familiar  with  the  work  of 
every  grade,  and  where  opportunities  are  presented  to  rein¬ 
force  the  lines  of  thought  in  preceding  grades,  follow  the 
spirit  of  the  work  by  coalescing  these  ideas  into  one  har¬ 
monious  whole. 


771833 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/detailedcourseofOOeast 


READING 

“Reading  is  the  Backbone  of  the  Grade  Course  of  Study.” 
ASSIGNMENTS. 

The  reading  assignments  have  been  made  with  a  view 
towards  securing  lessons  in  harmony  with  the  seasons; 
patriotic  selections  have  been  assigned  to  months  in  which 
these  subjects  are  usually  given  special  attention;  poetical 
selections  have  been  distributed  throughout  the  year  in 
order  that  pupils  might  not  tire  of  one  line  of  work.  Atten¬ 
tion  has  thus  been  given  to  each  phase  of  the  work  and 
assignments  made  accordingly. 

In  order  to  do  the  work  as  outlined  it  is  estimated  that 
three  lessons  per  week  from  the  basic  text  will  be  required ; 
the  other  two  lessons  may,  if  expedient,  be  taken  from  sup¬ 
plementary  text  books. 

WORD  AND  THOUGHT  MASTERY. 

No  child  will  enjoy  his  reading  if  he  cannot  pronounce 
his  words  readily  and  with  ease;  neither  will  he  appreciate 
the  reading  period  if  there  are  important  words  whose 
meaning  he  does  not  understand  and  appropriate.  A  pupil 
when  asked  to  read,  should  understand  that  hesitation  and 
mumbling  have  no  part  in  reading ;  pupils  who  are  permitted 
to  stand  on  one  foot,  lean  against  the  desk,  hold  the  book 
firmly  against  the  body,  etc.,  etc.,  while  the  easy  words  are 
pronounced  and  the  difficult  words  either  entirely  omitted 
or  touched  very  lightly — any  pupil  permitted  to  treat  a 
reading  lesson  in  this  manner  will  have  cause  at  a  later  day 
to  severely  criticise  those  responsible  for  his  training  or 
rather  lack  of  training. 

Reading  is  considered  by  many  pupils  as  something 
which  needs  but  little  preparation;  this  accounts  for  the 
poor  results  obtained  in  some  quarters.  If  we  can  teach 
our  pupils  to  realize  that  time  spent  in  the  preparation  of 
the  reading  lesson  means  less  time  spent  in  the  preparation 
of  the  geography  lesson,  the  history  lesson,  all  other  les¬ 
sons,  perhaps  we  can  do  some  better  work  in  this  important 
subject. 


6 


DETAILED  COURSE  OF  STUDY 


Pupils  are  not  supposed  to  know  the  difficult  words 
without  study.  A  basic  book  without  difficult  words  would 
not  be  a  basic  book,  or  if  so  a  very  poor  one.  The  difficult 
words  should  be  placed  upon  the  blackboard,  diacritically 
marked,  accented  and  the  pupils  given  time  to  master  these 
words.  If  there  is  to  be  “word  calling”  let  it  be  before  the 
reading  lesson;  “word  calling”  at  the  proper  time  is  a  very 
good  training  from  many  points  of  view;  at  this  time  also 
the  meaning  of  the  words,  said  meaning  to  be  determined 
if  possible  from  the  context  and  if  this  is  impossible,  from 
other  sources,  should  be  given  and  thoroughly  understood. 

EFFICACY  OF  REVIEWS. 

The  tendency  today  along  almost  all  lines  is  for  rapid 
changes.  This  tendency  we  find  in  the  school  room. 
Pupils  rarely  read  a  selection  because  it  contains  beautiful 
thoughts,  or  offers  opportunity  for  revivifying  experiences, 
either  real  or  imaginary.  Most  pupils,  if  they  succeed  in 
calling  the  greater  part  of  the  words  in  the  lesson,  conclude 
that  the  work  is  done;  let  all  such  effort  be  expended  at 
another  time  and  let  the  reading  lesson  be  a  lesson  in  read¬ 
ing.  After  the  details  of  the  lesson  have  been  thoroughly 
mastered,  let  the  selection  be  read  many  times  during  the 
term.  Mental  growth  and  culture  come  from  reading 
worthy  selections  when  the  time  may  be  given  to  the 
thoughts  expressed,  rather  than  to  the  mechanical  parts 
of  the  same. 

READING  TO  CHILDREN. 

The  plea  that  teachers  should  never  read  selections  to 
the  pupils  is  not  well  grounded ;  most  people,  whether  chil¬ 
dren  or  adults,  appreciate  hearing  a  good  reader;  exercises 
of  this  character  give  opportunity  to  the  teacher  to  exem¬ 
plify  important  points,  and  give  the  pupils  an  opportunity 
to  focus  the  attention  upon  the  thought,  without  any  energy 
expended  in  word  mastery,  punctuation,  etc.  Great  good 
and  much  teaching  may  be  done  by  the  teacher  occasionally 
reading  the  regular  lesson  to  the  pupils;  or  reading  other 
suitable  selections  of  prose  or  poetry.  In  this  manner 
pupils  easily  comprehend  the  effects  of  good  articulation, 
clear  enunciation,  emphasis  properly  placed,  time,  quality, 


FOR  GRADE  CLASSES 


7 


etc.  In  all  other  subjects  demonstrations  are  considered 
necessary,  and  there  is  no  plausible  reason  why  the  same 
will  not  hold  in  teaching  reading. 

STORY-TELLING. 

Story-telling  has  a  valid  place  in  all  primary  and  inter¬ 
mediate  grades,  and  often  is  of  great  value  in  grammar 
grades.  One  rarely  grows  to  be  so  old  that  he  does  not 
appreciate  a  good  story,  well  told.  It  has  a  stronger  place 
in  teaching  than  reading  to  children,  for  the  reason  that 
the  teacher  is  not  encumbered  by  the  presence  of  the  book ; 
gives  her  attention  to  the  pupils,  noting  from  time  to  time 
the  effect  of  the  story;  and  develops  within  the  pupils  a 
desire  to  read  a  selection  with  a  thoroughness  that  will 
enable  them  also  to  completely  grasp  the  meaning  of  the 
author.  Teachers  who  have  developed  the  power  of  story¬ 
telling  have  an  advantage  in  many  ways  over  those  teachers 
who  have  not  cultivated  this  power. 

DRAMATIZATION. 

Dramatization  of  stories  has  an  important  place  in  the 
education  of  children.  Too  often  this  work  is  concluded 
in  the  first  or  second  grades.  This  method  of  teaching  may 
well  be  continued  in  intermediate  grades,  since  through 
dramatization  the  necessity  for  clear  thinking  and  correct 
interpretation  are  self-evident  to  the  pupil.  In  grammar 
grades  when  the  opportunity  is  extended,  many  pupils  enter 
vigorously  into  the  work;  in  fact  dramatization  appeals  to 
all  people,  as  is  exemplified  by  high  school  pupils  and  by 
men  and  women  who  long  ago  left  the  school  room.  The 
fact  that  pupils  will  voluntarily  remain  after  school,  if  nec¬ 
essary,  to  prepare  for  this  work,  is  conclusive  evidence  that 
this  phase  of  educational  endeavor  appeals  to  them 
strongly. 

SELECTIONS  FOR  MEMORIZING. 

A  minimum  amount  of  work  for  memorizing  is  speci¬ 
fied  for  each  grade.  Through  work  of  this  character  the 
pupil  increases  his  vocabulary,  becomes  acquainted  with 
and  accustomed  to  the  best  forms  of  expression,  and 
strengthens  his  appreciation  for  good  diction ;  tends 


8 


DETAILED  COURSE  OF  STUDY 


towards  the  elimination  of  slang,  provincialisms,  tautology, 
verbosity,  redundancy,  etc.,  and  provides  an  excellent  me¬ 
dium  for  ethical  training. 

The  work  as  arranged  correlates  with  the  work  in  lan¬ 
guage  and  grammar  and  leads  the  pupil  to  appreciate  the 
close  relationship  existing  in  much  of  his  academic  effort. 

Pupils  after  committing  the  selections  for  any  par¬ 
ticular  grade,  should  have  the  same  frequently  presented 
as  they  advance  from  grade  to  grade.  Occasionally  the 
effort  expended  in  memorizing  a  selection  tends  at  that  par¬ 
ticular  time  to  lessen  the  pupil’s  appreciation  of  the  same. 
Recalled  again  and  again  will  furnish  splendid  opportunities 
for  the  teaching  indicated  in  the  second  paragraph  above. 
Accomplish  the  work  in  this  particular  as  outlined  in  read¬ 
ing  and  in  language  and  grammar,  and  pupils,  regardless 
of  the  number  of  schools  attended  during  the  term  or  year, 
will  be  able  to  participate  with  satisfaction  and  profit. 

A  GENERAL  PLAN. 

Let  the  assignment  be  made  very  definite ;  any  supple¬ 
mentary  work  to  be  done  aside  from  the  lesson  in  the  text 
— let  this  be  thoroughly  understood  and  all  provisions  made. 

Let  the  teacher  select  the  unfamiliar  words  of  the  les¬ 
son,  placing  the  same  on  the  blackboard  in  vertical  columns, 
diacritically  marking,  accenting  and  syllabicating  the  same. 

Either  as  a  study  recitation,  or  preparatory  to  the  ren¬ 
dition  of  the  lesson  have  the  pupils  pronounce  the  words  on 
the  board;  let  this  be  done  in  concert;  by  rows,  by  boys, 
by  girls,  and  by  individuals. 

Call  attention  to  the  spelling  of  any  difficult  useful 
words ;  call  attention  to  the  syllabication  and  accent.  Have 
the  most  useful  words — words  which  should  be  a  part  of 
the  writing  vocabulary  of  the  pupils — have  these  words 
used  in  sensible  sentences.  Develop  meaning  of  other  dif¬ 
ficult  words  in  the  lesson,  particularly  in  the  way  these 
words  are  used  in  the  present  lesson. 

Thoroughly  master  the  mechanical  side  of  the  lesson 
before  attempting  to  have  a  reading  lesson. 

In  some  intermediate  grades,  teachers  prefer  having 
the  pupils  use  the  dictionary  for  the  work  above  specified. 


FOR  GRADE  CLASSES 


9 


This  is  rarely  satisfactory — the  reasons  for  this  being  so 
evident  that  no  explanation  is  deemed  necessary. 

Let  us  emphasize  what  reading  is;  when  once  our 
pupils  comprehend  this,  it  should  assist  very  materially  in 
securing  better  results.  Let  us  determine  now  that  the 
preparation  of  a  lesson  and  the  rendition  of  the  same  are 
two  very  distinct  propositions.  Few  people  are  able  to 
accomplish  both  at  one  and  the  same  time. 

When  a  reading  lesson  is  thus  prepared  the  pupils 
will  read  with  assurance,  with  understanding,  with  a  con¬ 
sciousness  that  the  work  is  being  well  done — a  condition 
greatly  to  be  desired. 

“Reading  is  the  backbone  of  the  Grade  Course  of 
Study.” 

GRADE  ONE — ONE. 

The  primary  teacher  who  admits  from  twenty-five  to 
forty  children  to  her  room  on  the  opening  of  school  has 
accepted  an  opportunity  and  assumed  an  obligation  that  is 
rarely  duplicated  in  any  other  line  of  activity. 

Here  enter  the  little  ones  who  during  the  past  six  years 
have  been  actively  engaged  in  acquainting  themselves  with 
their  environment.  They  have  been  attending  the  school 
of  experience,  and  through  the  five  senses  have  accumulated 
a  wonderful  stock  of  knowledge. 

Now  for  the  first  time,  many  of  them  are  to  learn  that 
these  experiences  have  been  recorded,  and  through  a  mas¬ 
tery  of  certain  signs  and  symbols  said  experiences  may  be 
revivified.  What  a  happy  discovery !  How  wonderful ! 
How  interesting! 

The  teacher  impliedly  says  with  assurance:  “Assign 
these  children  to  my  care  and  keeping,  and  I  shall  utilize 
their  experiences,  comparatively  few  though  they  may  be, 
and  develop  within  them  without  loss  of  physical  energy, 
the  power  to  read  and  interpret  the  written  and  printed 
page,  thus  enabling  them  to  become  acquainted  with  en¬ 
vironments  other  than  their  own;  assign  them  to  my  care 
and  I  shall  increase  their  spontaneity,  directing  them 
naturally  from  the  concrete  to  the  abstract,  never  forget¬ 
ting  that  voluntary  attention  is  based  upon  interest,  and  is 


10 


DETAILED  COURSE  OF  STUDY 


the  chief  motive  power  in  all  educational  endeavor;  assign 
them  to  my  care  and  their  transition  from  the  free  and 
natural  method  of  learning  in  the  great  school  outdoors  to 
the  school  room  method  of  learning — to  a  large  extent 
through  symbols,  will  be  so  gradual,  so  interesting  and  so 
beneficient  that  the  momentum  acquired  while  under  my 
direction  will,  under  proper  regulations,  guarantee  a  love 
for  school  attendance  and  for  continued  research  along  edu¬ 
cational  avenues.” 

One  rarely  forgets  his  primary  teacher;  although  un¬ 
able  to  determine  whether  or  not  the  instruction  is  based 
upon  sound  psychological  facts  and  pedagogical  principles, 
yet  the  pupil  at  this  early  age  is  conscious  of  power  gained, 
and  the  experience  is  so  pleasing  that  he  rarely,  if  ever, 
forgets  the  teacher  who  was  instrumental  in  directing  his 
way. 

The  Rational  Method  in  Reading  is  the  authorized  text 
in  the  East  St.  Louis  schools.  A  treatise  here  on  the  pre¬ 
sentation  of  the  subject  to  beginning  pupils  is  unnecessary 
for  two  reasons;  the  large  majority  of  the  primary  teachers 
are  teachers  of  experience  in  using  this  method ;  the  manual 
for  teachers  is  so  explicit  and  so  plain,  that  any  teacher 
interested  in  the  subject  and  in  her  work  will  have  no  dif¬ 
ficulty  in  determining  the  plan  of  the  author. 

New  methods  and  new  systems  of  teaching  beginning 
pupils  to  read  are  constantly  appearing  on  the  market ;  some 
emphasize  certain  points,  while  others  approach  the  sub¬ 
ject  from  an  entirely  different  angle.  Suffice  to  say  that 
regardless  of  methods  and  systems,  there  are  some  very 
definite  fundamental  principles  underlying  the  presentation 
of  the  subject,  and  these  principles  are  pedagogically  applied 
in  and  through  the  Rational  Method  in  Reading.  Too  many 
new  systems  emphasize  memory  to  the  detriment  of  the 
intelligence  and  reason;  wonderful  results  are  obtained  in 
a  short  time  through  some  of  these  systems,  but  the  follow¬ 
ing  months  very  quickly  demonstrate  that  the  work  is  not 
grounded;  pupils  are  not  conscious  of  inherent  power  and 
must  of  necessity  lean  too  heavily  upon  the  teacher  for  sup¬ 
port.  Foundations  of  this  character,  a  little  later  in  the 
pupil’s  life,  lead  him  to  become  that  vacillating  individual 
too  often  found  on  a  seat  near  the  teacher’s  desk. 


FOR  GRADE  CLASSES 


11 


The  primary  teachers  in  the  East  St.  Louis  schools 
have  been  very  successful  in  teaching  beginners  to  read; 
many  class  exercises  in  institutes  and  other  educational 
meetings,  together  with  the  favorable  comment  of  educators 
of  national  reputation,  bear  witness  to  this  statement. 
Teachers  most  successful  are  those  who  most  thoroughly 
comprehend  the  spirit  as  well  as  the  contents  of  the  manual. 

Every  primary  teacher  should  exercise  great  care  when 
placing  written  or  printed  work  upon  the  blackboard.  This 
is  self-evident  to  every  teacher,  and  is  stated  here  simply 
as  a  matter  of  precaution. 

In  all  grades,  but  particularly  so  in  primary  grades, 
teachers  should  utilize  the  interpretative  power  of  illustra¬ 
tive  drawings.  Very  often  a  few  minutes  with  the  crayon 
in  the  hands  of  a  teacher  of  ability  will  do  more  to  clarify 
the  expression  of  the  teacher  and  the  impression  of  the 
pupil  than  any  other  means  to  be  found  in  the  school  room. 

Ward’s  Primer,  to  page  105 — Read  the  Preface  to  the 
Manual,  giving  particular  attention  to  the  second  and  third 
paragraphs;  to  paragraphs  numbered  1,  2  and  3  on  the  first 
page,  and  to  paragraphs  1,  2  and  3  on  the  second  page, 
calling  to  mind  constantly  the  paragraph  numbered  2. 

The  matter  contained  on  page  5  of  the  Manual  is  based 
upon  experience  and  sound  teaching ;  notice  that  the 
directions  given  are  the  same  as  found  in  many  of  the  “late 
systems.”  Note  what  the  author  says  about  hurrying,  and 
reading  without  expression;  his  remedy  for  securing  ex¬ 
pression — the  only  sensible  one  for  beginners.  Observe 
what  is  said  concerning  “The  Drill  on  Phonograms.”  Our 
most  successful  teachers  are  those  who  implicitly  believe 
in  and  follow  these  directions. 

It  is  evident  that  the  directions  under  “Ear-Training” 
were  written  by  one  experienced  in  the  work.  This  is  sound 
teaching  and  many  there  are  who  testify  to  the  efficacy  of 
the  plan.  On  page  8  in  the  Manual  are  specific  directions 
under  the  heading  “The  Book-Reading.”  This  is  a  simple 
problem  and  should  not  cause  mental  nor  physical  strain  on 
the  part  of  the  pupils. 

Perhaps  the  greatest  problem  for  teachers  not  thor¬ 
oughly  conversant  with  the  work  is  the  matter  of  teaching 


12 


DETAILED  COURSE  OF  STUDY 


the  Blend.  Seven  paragraphs  under  this  heading  give 
specific  directions  for  developing  this  power ;  the  treatment 
given  in  these  paragraphs  is  scientific.  If  the  pupil  fails 
in  this  one  point  his  work  will  become  laborious,  the  school 
day  apparently  endless,  and  his  joy  and  enthusiasm  reduced 
to  the  minimum. 

The  directions  given  in  Chapter  III,  are  largely  a  repeti¬ 
tion  and  extension  of  those  given  in  previous  chapters.  The 
author  is  intensely  in  earnest,  therefore  dwells  somewhat  at 
length  on  these  important  points.  Constant  reference  to 
“The  Book-Reading”,  “The  Drill  on  the  Phonograms”  and 
“The  Drill  on  the  Blend”,  all  given  in  this  chapter  will  assist 
very  materially  in  solving  the  problems  confronting  the 
primary  teacher. 

See  that  you  are  provided  with  the  Phonetic  Cards  and 
use  them  frequently.  Constant  review  here,  means  a  solid 
foundation  for  the  pupils,  and  a  steady,  normal  progress  in 
the  work. 

GRADE  ONE— TWO. 

Complete  Ward's  Primer,  and  First  Half  of  Ward’s.. 
First  Reader. 

Read  the  introduction  to  this  course  of  study,  and  the 
matter  contained  under  Grade  One — One.  Master  the 
Manual  and  enter  into  its  spirit.  Confer  frequently  with 
the  first  primary  teacher  and  learn  of  obstacles  met  and 
overcome. 

Read  the  “Publisher’s  Note”  and  “To  the  Teacher”  in 
the  first  pages  of  the  First  Reader.  These  directions  con¬ 
tain  sound  doctrine  and  cannot  be  violated  without  serious 
results.  Time  and  thought  given  here  will  save  unneces¬ 
sary  and  unprofitable  exertion  on  the  part  of  pupils  and 
teacher. 

See  that  you  are  provided  with  the  Phonetic  Cards  and 
use  them  frequently.  Constant  review  here,  means  a  solid 
foundation  for  the  pupils,  and  a  steady,  normal  progress  in 
the  work. 

GRADE  TWO— ONE. 

Complete  Ward’s  First  Reader,  and  First  Half  of  Ward’s 
Second  Reader. 


FOR  GRADE  CLASSES 


13 


Read  the  introduction  to  this  course  of  study,  and  the 
matter  contained  under  previous  grades.  Remember  that 
the  author  has  given  no  directions  that  are  not  founded  upon 
experience  and  reason.  Unless  the  teacher  comprehends 
the  matter  and  method  of  previous  grades,  much  mental  and 
physical  energy  will  be  sacrificed. 

Read  the  “Publisher’s  Note,”  and  “To  the  Teacher”  in 
Ward’s  Second  Reader.  If  this  work  is  new  to  the  teacher 
confer  frequently  with  teachers  in  lower  grades.  Unless 
the  author’s  ideas  are  comprehended  fully,  and  followed  in 
detail,  much  of  the  work  possible  of  accomplishment  will 
never  be  realized. 

See  that  you  are  provided  with  the  Phonetic  Cards  and 
use  them  frequently.  Constant  review  here,  means  a  solid 
foundation  for  the  pupils,  and  a  steady,  normal  progress  in 
the  work. 

GRADE  TWO-TWO. 

Complete  Ward’s  Second  Reader  and  Elson’s  Primary 

Second  Reader. 

Read  all  preceding  directions  given  in  this  course  of 
study.  Become  as  familiar  with  the  plan  of  the  work  as 
any  teachers  in  lower  grades.  Frequent  conferences  with 
your  pupils’  former  teachers  will  lessen  your  difficulties,  and 
increase  the  efficiency  of  these  teachers,  in  that  it  will 
acquaint  them  with  the  durability  of  their  work,  and  give 
opportunity  for  strengthening  any  points  you  may  suggest. 

Continue  the  plan  when  beginning  Elson’s  Second 
Reader.  Do  not  allow  the  knowledge  and  power  acquired  in 
lower  grades  to  gradually  disappear  through  inactivity. 

See  that  you  are  provided  with  the  Phonetic  Cards  and 
use  them  frequently.  Constant  review  here,  means  a  solid 
foundation  for  the  pupils,  and  a  steady,  normal  progress  in 
the  work. 

Become  thoroughly  acquainted  with  the  Manual  accom¬ 
panying  Elson’s  Second  Reader.  A  careful  study  of  this 
manual  will  convince  the  reader  that  much  time  and  thought 
were  given  in  the  preparation  of  this  manual.  -  It  is  exceed¬ 
ingly  well  organized  and  should  prove  of  great  value  to  any 
teacher  of  reading  in  this  grade. 


14 


DETAILED  COURSE  OF  STUDY 


Use  the  manual  in  assignments.  Place  some  or  all  the 
thought  questions  on  the  blackboard  in  order  that  pupils 
may  have  some  direction  in  preparing  the  work. 

Follow  the  assignments  as  outlined  by  months.  If 
pupils  entered  any  one  school  and  remained  during  the  year, 
this  would  be  immaterial.  From  eight  hundred  to  one 
thousand  transfers  are  issued  yearly  to  pupils,  and  these 
pupils  when  entering  another  school  should  be  able  to  par¬ 
ticipate  in  all  class  exercises  based  upon  any  work  thus  far 
in  the  term;  this  will  give  unanimity  to  the  work,  and  in¬ 
crease  the  confidence  of  the  pupil  in  the  purpose  and  work 
of  the  school — no  small  item. 

The  starred  lessons  are  the  selections  for  memorizing, 
and  constitute  the  minimum  amount  of  work  of  this  char¬ 
acter  to  be  accomplished.  This  correlates  with  the  work 
in  language  and  grammar  and  assists  in  unifying  and 
strengthening  the  course. 

ELSON’S  PRIMARY  SCHOOL  READER— Book  II. 

SEPTEMBER— FEBRUARY. 

The  Ant  and  the  Grasshopper.  The  First  Umbrella. 

The  Cow.  The  Boy  and  His  Cap. 

The  Months.  The  Two  Shops. 

♦Come  Little  Leaves. 


OCTOBER 

*Twinkle,  Twinkle,  Little  Star. 
The  Leaf  That  Was  Afraid. 

The  Snow  Man. 

The  Doll’s  Thanksgiving  Story. 


-MARCH. 

♦What  Lights  the  Stars  at 
Night  ? 

The  New  Voices. 

The  Kind  Old  Oak. 

The  Twelve  Months. 


NOVEMBER— APRIL. 


*My  Shadow. 

The  old  Woman  Who  Wanted 
all  the  Cake. 

The  Naughty  Shadow. 

America. 


*Daisies. 

The  Dog  in  the  Manger. 

The  Elephant  and  the  Monkey. 
Golden  Cobwebs. 

The  Bear  Who  Played  Soldier. 


DECEMBER— MAY. 


♦The  Flag. 

Animals  Who  Found  a  Home. 
The  Easter  Rabbit. 

The  Fairy  Shoemaker. 


Pleasing  Everybody. 
Robin’s  Secret. 

The  Little  Cook. 

♦Who  Has  Seen  the  Wind? 


FOR  GRADE  CLASSES 


15 


JANUARY— JUNE. 


The  Summer  Maker. 
*The  Rainbow. 

The  Lost  Doll. 

The  Three  Pigs. 


*Bed  in  Summer. 

The  Magpie’s  Lesson. 
How  Buttercups  Come. 


THIRD  GRADE. 

Elson’s  Primary  School  Reader — Book  III. 


Read  the  introduction  to  this  course  of  study,  and  the 
remarks  and  suggestions  given  under  the  first  and  second 
grades.  Become  thoroughly  acquainted  with  the  Rational 
Method  in  Reading,  in  order  that  you  may  know  what  pow¬ 
ers  your  pupils  possess;  after  determining  this  utilize  this 
power  in  the  work  of  this  grade.  The  power  developed  in 
the  first  and  second  years  was  not  for  temporary  purposes, 
but  for  a  foundation  for  all  future  work,  and  which  should 
be  strengthened  in  all  succeeding  grades.  Become  familiar 
with  the  general  plan  recommended  in  the  introduction. 

The  author  of  the  manual  accompanying  the  Elson’s 
Third  Reader  has  rendered  you  a  great  service.  To  avoid 
reading  periods  which  are  monotonous,  devoid  of  interest, 
little,  if  any,  preparation  on  the  part  of  pupils,  a  mechanical 
rendition  of  the  words,  a  sigh  of  relief  when  the  lesson  is 
concluded,  consult  the  manual. 

Remember  that  attention  is  based  upon  interest,  and 
interest  cannot  be  maintained  unless  there  is  comprehen¬ 
sion.  This  means  careful,  intelligent,  purposeful  prepara¬ 
tion  on  the  part  of  pupils. 

Constructive  work  in  connection  with  the  reading 
periods  will  have  much  to  do  with  the  preparation  and  un¬ 
derstanding  on  the  part  of  pupils  in  all  other  lessons.  The 
number  of  pupils  reading  with  ease,  pleasure,  composure 
and  assurance  is  a  fair  indication  of  the  efficacy  of  the 
teacher’s  influence  and  direction. 

Follow  the  assignments  as  outlined  by  months.  If 
pupils  entered  any  one  school  and  remained  during  the  year, 
this  would  be  immaterial.  From  eight  hundred  to  one 
thousand  transfers  are  issued  yearly  to  pupils,  and  these 
pupils  when  entering  another  school  should  be  able  to  par¬ 
ticipate  in  all  class  exercises  based  upon  any  work  thus  far 
in  the  term;  this  will  give  unanimity  to  the  work,  and  in- 


16 


DETAILED  COURSE  OF  STUDY 


crease  the  confidence  of  the  pupil  in  the  purpose  and  work 
of  the  school — no  small  item. 

The  starred  lessons  are  the  selections  for  memorizing, 
and  constitute  the  minimum  amount  of  work  of  this  char¬ 
acter  to  be  accomplished.  This  correlates  with  the  work  in 
language  and  grammar  and  assists  in  unifying  and  strength¬ 
ening  the  course. 

SEPTEMBER. 

Farewell  to  the  Farm.  The  Golden  Pears. 

The  Golden  Goose.  2.  *The  Shell. 

The  Simpleton.  3. 

OCTOBER. 


The  Fairies. 

The  Miser. 

Columbus  and  His  Son,  Diego.  3. 
The  Golden  Fish. 


*The  Bird  and  the  Ship. 

Old  Horses  Know  Best. 

The  Clown  and  the  Countryman. 
*Suppose. 


NOVEMBER. 

Fairy  Days.  The  Pigtail’s  Place. 

How  Doughnuts  Came  to  Be  The  Dog  and  the  Horse. 

Made.  Little  Papoose. 

Little  Pumpkin’s  Thanksgiving.  *Robin  Redbreast. 
Cinderella,  or  the  Little  Glass 
Slipper. 

DECEMBER. 

A  Christmas  Wish.  Peboan  and  Seegwun. 

Gretchen’s  Christmas.  3.  * Which  Wind  is  Best? 

The  Christmas  Tree.  The  Candles. 


JANUARY. 

The  Jumblies.  What  Broke  the  China  Pitch- 

*  Signs  of  the  Seasons.  er  .  2. 

Saint  George  and  the  Dragon.  A  Little  Lad  of  Long  Ago. 
Where  Do  the  Years  Go? 

FEBRUARY. 

Only  One  Mother.  Hans  and  the  Four  Great 

The  Boy,  the  Bees  and  the  Giants.  3. 

British.  3.  *Fairy  Folk. 

Washington’s  Birthday. 


MARCH. 

Ulysses  and  the  Bag  of  Winds.  The  Fairy’s  Shoes. 
Irene,  the  Idle.  5.  *  Which  Loved  Best? 

The  Brownies. 

APRIL. 

The  First  Easter  Eggs.  The  Fox  and  the  Crow. 

Brother  Green  Coat.  2.  David  the  Singer. 

Birds  in  Spring.  *Fairy  Land. 

Joseph  the  Ruler.  3. 


FOR  GRADE  CLASSES 


17 


MAY. 


What  Kept  the  Chimney  Wait- 


The  Ugly  Duckling. 


ing? 

Why  the  Rabbit’s  Tail  is  Short. 
Nest  Eggs. 

The  Scarecrow. 

The  Sleeping  Beauty. 


The  Star  and  the  Lilly. 


The  Daisies. 
The  Brooklet. 


*The  Raindrop’s  Ride. 
Calling  the  Violets. 


JUNE. 


Mother  Spider. 

The  Brownie  of  Blednock.  3. 
The  Skylark’s  Spurs. 


The  Stone  Cutter.  2. 
Brother  Fox’s  Tarbaby.  3. 
*Vacation  Time. 


FOURTH  GRADE. 


Elson’s  Primary  School  Reader — Book  IV. 

Teachers  of  fourth  grade  pupils  frequently  have  more 
pupils  who  are  retarded  than  teachers  in  any  previous 
grades.  These  pupils  have  failed  to  master  fundamentals, 
consequently  must  rely  too  strongly  upon  memory  for  much 
of  the  school  work. 

This  makes  the  work  difficult,  and  signifies  that  addi¬ 
tional  means  and  methods  must  be  employed.  Usually 
there  is  great  pleasure  in  doing  the  things  one  can  do  well ; 
there  is  dissatisfaction,  mental  pain  and  anguish  in  attempt¬ 
ing  to  do  day  after  day,  the  things  for  which  one  is  poorly 
prepared.  Pupils  of  this  character  need  special  attention; 
particular  weaknesses  should  be  discovered  and  persistent 
effort  made  to  eradicate  them  through  a  complete  retracing 
of  the  essentials  leading  up  to  the  point  at  issue.  If  this  is 
not  done,  the  pupil  will  become  more  and  more  confused  and 
disheartened  until  finally  mental  effort  is  foreign  to  him. 

To  be  of  genuine  assistance  to  such  pupils  the  teacher 
is  urged  to  become  thoroughly  acquainted  with  the  work  in 
all  lower  grades.  What  methods  are  utilized  in  difficult 
cases  in  primary  grades? 

The  manual  used  in  primary  grades  offers  many  sound 
arguments  for  meeting  just  such  issues.  Secure  a  copy 
and  test  these  pupils  on  some  very  elementary  fundamen¬ 
tals.  Pupils  once  realizing  that  there  are  definite  means  for 
attacking  definite  problems  will  strive  earnestly  to  master 
them.  For  pupils  day  after  day  to  attempt  work  for  which 
they  are  not  prepared  is  discouraging  to  the  teacher,  obnox- 


18 


DETAILED  COURSE  OF  STUDY 


ious  to  the  pupils,  and  results  in  a  genuine  atrophying  of 
the  pupils’  interests. 

Become  familiar  with  the  general  plan  recommended  in 
the  introduction.  This  plan  will  assist  the  slow  pupils,  and 
add  to  the  proficiency  of  the  normal  and  accelerated  pupils. 

The  manual  accompanying  the  Elson’s  Primary  Fourth 
Reader  will  serve  you  well,  if  you  master  its  contents.  The 
author  of  this  manual  knew  how  to  present  a  reading  lesson ; 
he  knew  the  basis  for  good  reading;  he  knew  what  experi¬ 
ence  means  to  the  reader,  and  how  to  supplement  this  ex¬ 
perience  if  necessity  required;  he  knew  the  necessity  of 
pupils  mastering  the  mechanical  points,  before  making  any 
serious  effort  towards  rendition  and  interpretation. 

Follow  the  assignments  as  outlined  by  months.  If  pu¬ 
pils  entered  any  one  school  and  remained  during  the  year, 
this  would  be  immaterial.  From  eight  hundred  to  one 
thousand  transfers  are  issued  yearly  to  pupils,  and  these 
pupils  when  entering  another  school  should  be  able  to  par¬ 
ticipate  in  all  class  exercises  based  upon  any  work  thus  far 
in  the  term;  this  will  give  unanimity  to  the  work,  and  in¬ 
crease  the  confidence  of  the  pupil  in  the  purpose  and  work 
of  the  school — no  small  item. 

The  starred  lessons  are  the  selections  for  memorizing, 
and  constitute  the  minimum  amount  of  work  of  this  char¬ 
acter  to  be  accomplished.  This  correlates  with  the  work  in 
language  and  grammar  and  assists  in  unifying  and  strength¬ 
ening  the  course. 

SEPTEMBER. 

The  Flag. 

The  Drovers.  (Whittier). 

*The  Child’s  World. 

Got  Its 

OCTOBER. 

Beowulf,  the  Brave  Prince.  6.  Hiawatha’s  Fishing.  2. 

Early  Settlers.  *How  the  Leaves  Come  Down. 

The  Wise  Jackal.  2. 

NOVEMBER. 

Benjamin  Franklin,  The  Wharf.  *No  Boy  Knows. 

Sigurd,  the  Youthful  Warrier.  6.  The  First  Thanksgiving  Day.  4. 
A  Brave  Boy’s  Adventure. 


A  Story  of  the  Flag. 
Evening  at  the  Farm. 
A  Dog  of  Flanders. 
How  the  Chipmunk 
Stripes. 


FOR  GRADE  CLASSES 


19 


DECEMBER. 


Rumpelstiltskin.  2.  Pioneer  Tales.  3. 

Christmas  Fairy  and  Scrooge.  3.  That  Calf. 
♦Raining. 

JANUARY. 


Abraham  Lincoln  as  Post  Mas¬ 
ter. 

Talking  in  Their  Sleep. 

Roland  the  Noble  Knight. 


6. 

FEBRUARY. 


Through  the  Looking  Glass.  3. 
A  Farewell. 

♦Proverbs  from  Poor  Richard’s 
Almanac. 


The  Squirrels  at  Walden.  A  Glimpse  of  Washington. 

What  the  Wood  Fire  Said.  Daniel  Boone. 

Lord  Cornwallis’s  Knee  Buckles.  The  Nuremberg  Stove.  8 
*We  Thank  Thee. 

MARCH. 


A  Boy’s  Song. 

The  Quest. 

Proverbs  of  Solomon — 
(Read  at  any  time). 


Mishook,  the  Siberian  Cub.  5. 
The  Sunken  Treasure.  2. 

A  Trick  for  Doing  Good. 

*A  Wonderful  Weaver. 


APRIL. 

4.  Agreed  to  Disagree. 

The  Tree. 

The  Singing  Lesson. 

MAY. 


The  Miraculous  Pitcher. 

The  Brook’s  Song. 

♦Planting  the  Tree. 

Song  for  Flag  Day. 

The  Quangle  Wangle’s  Hat. 
A  Fable. 

Bees  and  Flowers. 

♦The  Bluebird. 

Little  Brown  Hands. 

The  Bee  and  the  Flower. 

A  Secret. 

♦Rain  in  Summer. 


Bob  White. 

May  (Poem). 

The  Fish  I  Didn’t  Catch. 
The  Foolish  Jackal. 

JUNE. 

Daybreak. 

A  Brave  Boy’s  Adventure — 
The  Fisherman. 

(Review). 


FIFTH  GRADE. 


Elson’s  Grammar  School  Reader — Book  I. 

Become  familiar  with  the  plan  and  scope  of  the  work 
in  all  previous  grades.  Your  success  in  teaching  reading  in 
this  grade  largely  depends  upon  your  intimate  knowledge 
of  ail  work  accomplished  in  preceding  grades.  There  are 
very  few  activities  where  one  may  start  anywhere  and  end 
successfully ;  there  is  'a  beginning  and  a  rational  road  over 
which  one  must  travel. 


20 


DETAILED  COURSE  OF  STUDY 


Read  the  introduction  to  the  book,  giving  special  atten¬ 
tion  to  paragraphs  two,  three  and  four  on  page  10,  and  to 
the  paragraph  on  page  11.  The  phraseology  of  these  para¬ 
graphs  gives  one  confidence  in  the  author’s  ability  and  pur¬ 
pose. 

The  table  of  contents  reveals  at  a  glance  a  splendid  col¬ 
lection  of  stories,  poems  and  biographies  worth  while.  Do 
not  permit  these  helpful  selections  to  become  nauseating  to 
the  pupils  on  account  of  inability  to  handle  properly  the 
mechanical  ends.  The  author  has  certainly  made  every 
preparation  for  both  teacher  and  pupil  to  enter  into  this 
work  with  pleasure  and  confidence. 

Become  familiar  with  the  general  plan  given  in  the  in¬ 
troduction.  Some  preparation  must  be  made,  and  a  definite 
understanding  is  always  preferable  to  anything  momentarily 
devised. 

What  has  been  said  with  reference  to  the  manuals  ac¬ 
companying  the  Elson  Readers,  applies  with  equal  force  to 
this  grade.  The  teacher  neglecting  to  utilize  fully  the 
manual  for  this  grade,  attempts  unnecessary  work,  and  that 
too  when  many  other  duties  demand  attention. 

Follow  the  assignments  as  outlined  by  months.  If 
pupils  entered  any  one  school  and  remained  during  the  year, 
this  would  be  immaterial.  From  eight  hundred  to  one 
thousand  transfers  are  issued  yearly  to  pupils,  and  these 
pupils  when  entering  another  school  should  be  able  to  par¬ 
ticipate  in  all  class  exercises  based  upon  any  work  thus  far 
in  the  term;  this  will  give  unanimity  to  the  work,  and  in¬ 
crease  the  confidence  of  the  pupil  in  the  purpose  and  work 
of  the  school — no  small  item. 

The  starred  lessons  are  the  selections  for  memorizing, 
and  constitute  the  minimum  amount  of  work  of  this  char¬ 
acter  to  be  accomplished.  This  correlates  with  the  work  in 
language  and  grammar  and  assists  in  unifying  and  strength¬ 
ening  the  course. 


SEPTEMBER. 


September. 

The  Land  of  Liberty. 
Golden  Touch.  3. 


*The  Old  Oaken  Bucket. 
Aladdin’s  Lamp.  4. 


FOR  GRADE  CLASSES 


21 


OCTOBER. 


October’s  Bright  Blue  Weather. 
The  Name  of  Old  Glory. 

The  Huskers. 

Ali  Baba  and  Open  Sesame.  5. 


Darius  Green  and  His  Flying 
Machine.  3. 

Woodman  Spare  that  Tree. 


NOVEMBER. 


November.  Song  of  Hiawatha.  8. 

*Corn  Song.  Capturing  the  Wild  Horse. 

The  First  Thanksgiving  Day. 

DECEMBER. 

*A  Visit  from  St.  Nicholas.  Story  of  Robin  Hood.  8. 

The  Whistle. 

JANUARY. 


Sinbad  the  Sailor.  6.  Tubal  Cain. 

The  Little  Land.  Tired  of  Play. 

The  Blind  Men  and  the  Elephant.  The  Inchcape  Rock. 

*The  Best  That  I  Can. 

FEBRUARY. 

Gulliver’s  Travels.  Lullaby  of  an  Indian  Chief. 

Night.  The  Leak  in  the  Dyke. 

To-day.  *The  Night  Has  a  Thousand  Eyes. 


MARCH. 


Robinson  Crusoe.  An  Ax  to  Grind. 

*  Somebody’s  Mother. 

APRIL. 


*The  Arrow  and  the  Song.  ASsop’s  Fables. 

Song  of  Haiwatha  (Review).  Spring. 

Voice  of  Spring.  The  Wind  and  the  Sun. 

MAY. 


Paradise  of  Children.  5.  The  Brown  Thrush. 

The  Yellow  Violet.  Birds  in  Summer. 

Piping  Down  the  Valleys  Wild.  Jack  in  the  Pulpit. 
*Children’s  Hour. 

JUNE. 


Gladness  of  Nature. 
Independence  Bell. 
Four  Leaf  Clover. 
Travel. 


The  Spider  and  the  Fly. 
Gulliver’s  Travels.  (Review).  3. 
Home  Sweet  Home. 

*Give. 


SIXTH  GRADE. 


Elson’s  Grammar  School  Reader — Rook  II. 

Read  all  that  has  been  said  in  preceding' pages,  and 
ascertain  the  effort  that  has  been  made  to  prepare  your 
pupils  to  become  intelligent  and  proficient  readers.  Should 


22 


DETAILED  COURSE  OF  STUDY 


any  of  your  pupils  have  failed  to  comprehend  the  work  to 
date,  do  not  err  by  insisting  on  their  onward  march,  hoping 
that  in  some  inconceivable  manner  they  will  later  “wake  up” 
to  their  possibilities ! 

In  all  such  cases  the  directions  given  under  previous 
grades  furnish  the  solution.  If  this  is  not  done,  the  end  of 
the  term  will  find  the  teacher  undecided  as  to  what  to  do 
with  John  and  Mary;  should  they  be  promoted  on  trial,  or 
should  they  remain  in  this  grade  and  attempt  to  do  the  work 
again  in  the  very  same  manner,  and  with  no  better  founda¬ 
tion?  In  such  cases  John  and  Mary  must  have  some  very 
definite  teaching,  and  if  this  is  not  done  they  must  continue 
to  roam  around,  as  it  were,  undecided  as  to  the  advisability 
of  remaining  in  school.  Become  familiar  with  the  general 
plan  recommended  in  the  introduction.  This  plan  will  assist 
slow  pupils  and  add  to  the  proficiency  of  the  normal  and 
accelerated  pupils. 

Get  the  author’s  view  point  by  reading  the  second  and 
third  paragraphs  of  his  introduction  on  page  10.  Determine 
upon  some  definite  results  to  be  accomplished  through  the 
study  and  recitation  periods  and  allow  nothing  to  interfere 
until  this  is  realized.  Dwell  upon  and  reinforce  weak  points 
until  they  no  longer  serve  as  obstables  to  the  progress  you 
are  attempting  to  make ;  these  must  be  removed,  otherwise 
much  of  your  effort  will  be  fruitless. 

Too  often  the  reading  lesson  is  over  when  the  words  are 
correctly  pronounced,  the  proper  expression  given,  and  the 
next  lesson  assigned.  Pupils  in  this  grade  should  appreciate 
in  a  definite  manner  the  selection  studied,  and  should  add 
to  their  aims  and  expectations  from  deductions  prompted 
from  a  careful  study  and  rendition  of  the  lesson.  The  selec¬ 
tions  in  this  text  are  such  as  should  appeal  to  any  boy  or 
girl  of  the  sixth  grade,  and  are  calculated  to  increase  the 
desire  for  wholesome  literature. 

Consult  the  manual  for  this  reader  and  determine 
whether  or  not  you  can  secure  the  results  anticipated  by  the 
author  as  stated  in  his  six  reasons  as  enumerated  in  the 
first  paragraph.  Read  the  remainder  of  part  one,  and  notice 
the  thoughtful  experience  the  author  has  had  in  hiis  work 
in  the  class  room.  One  cannot  write  in  this  manner  unless 


FOR  GRADE  CLASSES 


23 


he  has  had  actual  working  experience;  he  has  passed  along 
the  way,  and  has  left  many  helps  for  teachers  both  with  and 
without  similar  experiences. 

Thought  questions  placed  upon  the  blackboard  to  guide 
the  pupil  in  his  study  of  the  lesson  will  prove  valuable  from 
many  view  points.  Many  of  these  have  been  prepared  by 
the  author,  thus  saving  the  time  and  energy  of  the  busy 
teacher. 

Follow  the  assignments  as  outlined  by  months.  If 
pupils  entered  any  one  schol  and  remained  during  the  year, 
this  would  be  immaterial.  From  eight  hundred  to  one 
thousand  transfers  are  issued  yearly  to  pupils,  and  these 
pupils  when  entering  another  school  should  be  able  to  par¬ 
ticipate  in  all  class  exercises  based  upon  any  work  thus  far 
in  the  term;  this  will  give  unanimity  to  the  work,  and  in¬ 
crease  the  confidence  of  the  pupil  in  the  purpose  and  work 
of  the  school — no  small  item. 

The  starred  lessons  are  the  selections  for  memorizing, 
and  constitute  the  minimum  amount  of  work  of  this  char¬ 
acter  to  be  accomplished.  This  correlates  with  the  work 
in  language  and  grammar  and  assists  in  unifying  and 
strengthening  the  course. 

SEPTEMBER. 


*The  Flag.  Story  of  Horatius. 

A  Legend  of  Bregenz.  4. 

OCTOBER. 


Hohenlinder.  Death  of  the  Flowers. 

King  of  the  Golden  River.  9.  Arnold  Winkelried. 
*The  Village  Blacksmith. 

NOVEMBER. 


The  Sea. 

Story  of  Achilles.  9. 
Our  Country. 

Story  of  Ulysses.  10. 
The  Christmas  Tree. 


The  Story  of  iEneas.  9. 
Kentucky  Bells. 

Longing. 

Columbia. 

*Gradatim. 


The  Pumpkin. 

Psalm  of  Life. 

*Find  a  Way  or  Make  It. 
DECEMBER. 

Emigration  of  the  Pilgrim 
Fathers. 

*Dare  To  Do  Right. 

JANUARY. 

*Abou  Ben  Adhem. 

FEBRUARY. 

Lexington. 

Better  Than  Gold. 


24 


DETAILED  COURSE  OF  STUDY 


MARCH. 

March  (Poem)  Ring  Out  Wild  Bells. 

Bells  of  Shannon.  Pied  Piper. 

Birds  of  Killingsworth.  *Those  Evening  Bells. 

APRIL. 

Apple  Blossoms. 

The  Fountain. 

Contentment. 

Planting  of  the  Apple  Tree. 
MAY. 

The  Fir  Tree. 

Birds  of  Killingsworth — 
(Review). 

JUNE. 

Our  Country  (Review).  *Psalm  of  Life. 

The  Old  Clock  on  the  Stairs.  America. 

Daffydowndilly.  (Review).  2.  Song  of  Cecelia  Thaxer. 

Bells  of  Shannon.  The  Spacious  Firmament. 

SEVENTH  GRADE. 

Elson’s  Grammar  School  Reader — Book  III. 

Analyze  all  that  has  been  said  in  preceding  pages ;  even 
the  work  and  methods  employed  in  the  primary  grades  will 
be  of  interest,  and  often  furnish  a  basis  for' solving  difficult 
problems  in  this  grade.  The  suggestions  offered  in  all 
other  grades  will  apply  with  equal  force  in  this  grade, 
whether  or  not  they  are  reiterated. 

It  will  be  beneficial  to  all  concerned  if  the  teacher  will 
refresh  her  memory  frequently  with  the  suggestions  con¬ 
tained  in  the  introductory  remarks  found  at  the  beginning 
of  the  text  for  this  grade;  particularly  should  the  matter 
in  fine  print — usually  overlooked  on  this  account — be  assim¬ 
ilated.  This  is  a  short,  but  a  splendid  treatise  on  the  sub¬ 
ject  and  gives  a  definite  working  basis. 

Is  it  not  a  fact  that  most  pupils  feel  that  they  get  less 
from  the  reading  lesson,  than  from  any  other  school  text? 
Do  we  usually  have  the  interest  and  zeal  exemplified  in  the 
reading  lesson  that  obtains  in  the  spelling  lesson,  the  arith¬ 
metic  lesson,  the  history  lesson,  etc.,  etc  ?.  If  reading  is  the 


The  Bumble  Bee. 

The  Village  Blacksmith — 
(Review) 

*Our  Country. 


An  April  Day. 

Voice  of  Spring. 

My  Arrival  in  Philadelphia. 
*The  Barefoot  Boy. 

Bobolink. 


FOR  GRADE  CLASSES 


25 


backbone  of  the  grade  course  of  study,  then  by  all  means  we 
must  put  more  thought  and  preparation  into  the  subject. 

The  reading  period  should  be  a  time  for  mental  recre¬ 
ation;  it  should  be  a  time  for  mental  acquisition;  it  should 
be  a  time  for  genuine  pleasure.  The  pupil  who  sits  listlessly 
in  his  seat,  manages  to  find  the  place  when  called  upon  to 
read,  performs  his  duty  as  he  sees  it,  then  sits  down,  in 
order  that  the  work  may  proceed  without  interruption — this 
pupil  has  never  learned  the  purpose  of  reading ;  to  him  it  is 
a  routine  of  the  regular  school  work — little  more. 

Become  familiar  with  the  general  plan  suggested  in  the 
introduction  to  this  course.  To  assign  lessons  without 
specific  directions  as  to  what  is  to  be  done,  accounts  for 
many  pupils  failing  to  get  anything  from  the  time  spent  in 
so-called  preparation.  Repeated  assignments  of  this  char¬ 
acter  very  naturally  lead  the  pupil  to  the  conclusion  that 
there  is  little  in  it,  consequently  he  gets  little  from  it. 

The  manual  accompanying  this  text  is  the  result  of  real 
experience  on  the  part  of  the  author.  Evidently  he  has 
seen  many  reading  periods  which  were  of  little  value;  his 
experience  and  labor  should  prevent  teachers  of  less  experi¬ 
ence  from  having  to  learn  these  lessons  through  actual  prac¬ 
tice.  Make  the  manual  your  daily  companion,  and  you  will 
find  it  to  be  of  genuine  worth. 

Follow  the  assignments  as  outlined  by  months.  If  pu¬ 
pils  entered  any  one  school  and  remained  during  the  year, 
this  would  be  immaterial.  From  eight  hundred  to  one 
thousand  transfers  are  issued  yearly  to  pupils,  and  these 
pupils  when  entering  another  school  should  be  able  to  par¬ 
ticipate  in  all  class  exercises  based  upon  any  work  thus  far 
in  the  term;  this  will  give  unanimity  to  the  work,  and  in¬ 
crease  the  confidence  of  the  pupil  in  the  purpose  and  work 
of  the  school — no  small  item. 

The  starred  lessons  are  the  selections  for  memorizing, 
and  constitute  the  minimum  amount  of  work  of  this  char¬ 
acter  to  be  accomplished.  This  correlates  with  the  work 
in  language  and  grammar  and  assists  in  unifying  and 
strengthening  the  course. 


26 


DETAILED  COURSE  OF  STUDY 


SEPTEMBER. 

*What  Constitutes  a  State?  The  Flag  Goes  By. 

Legend  of  Sleepy  Hollow.  September  (Poem). 

OCTOBER. 

The  Sandpiper. 
Biographies.  3. 

The  Coming  of  Arthur.  3. 
The  Belfry  Pigeon. 

NOVEMBER. 

^Landing  of  the  Pilgrim  Fathers.  The  Frost  Spirit. 

North  American  Indians.  To  the  Fringed  Gentian. 

Tales  of  a  Grandfather.  8.  The  Frost. 

DECEMBER. 

Snowflakes.  Story  of  Gareth. 

The  Snowstorm.  *The  Day  is  Done. 

The  Lady  of  Shalott. 

JANUARY. 


A  Song  of  the  Camp. 
Character  of  Columbus. 
Caledonia. 

The  American  Flag. 
*Forbearance. 


Midwinter.  The  Song  of  Marion’s  Men. 

Blow  Thou  Winter  Wind.  Skeleton  in  Armor. 

When  Icicles  Hang  By  the  Wall.  Great  American  Authors. 

*The  Builders.  The  Passing  of  Arthur.  4. 

FEBRUARY. 

The  Arsenal  at  Springfield.  The  Pine  Tree  Shillings. 

Courtship  of  Miles  Standish.  *Abraham  Lincoln. 

The  Character  of  Washington. 

•  MARCH. 

Coming  of  Arthur.  (Poem).  4.  The  Heights  of  the  Ridiculous. 

Passing  of  Arthur.  (Poem).  4.  The  Shepherd  of  King  Admetu*. 

*To  a  Skylark.  The  Heritage. 

APRIL. 


The  Fatherland. 

Peerless  Knight  Lancelot. 
The  Flower  of  Liberty. 

The  Marches  of  Glynn. 

The  Hurricane. 

The  Throstle. 

The  Cuckoo. 

Robert  of  Lincoln. 

Violet,  Sweet  Violet. 

*Maud  Muller.  2. 

The  Island  of  the  Fay. 

A  Rill  from  the  Town  Pump. 


Legend  of  Sleepy  Hollow — 
(Review).  5. 

*Under  the  Greenwood  Tree. 
MAY. 

*To  a  Mountain  Daisy. 

The  Dandeloin. 

The  Use  of  Flowers. 

Chorus  of  Flowers. 

JUNE. 

The  Daffodils. 

The  Bird’s  Orchestra. 
Orpheus  With  His  Lute. 


FOR  GRADE  CLASSES 


27 


EIGHTH  GRADE. 

ElsoiTs  Grammar  School  Reader — Book  IV. 

Read  the  introduction  to  this  text;  often  the  introduc¬ 
tion  gives  one  a  keener  insight  into  the  text,  than  the  text 
itself.  The  purpose  here  is  plainly  stated  and  leaves  no 
room  for  conjecture. 

Note  the  paragraphs  on  “Time”,  “Pitch”,  “Quality”  and 
“Force”.  Evidently  the  author  anticipates  something  more 
from  pupils  of  this  grade  than  when  much  time  and  labor 
were  spent  in  a  mastery  of  the  words. 

Perchance  you  may  have  some  pupils  unable  to  do  the 
work  with  a  reasonable  effort,  if  so,  examine  carefully  the 
suggestions  under  every  grade  beginning  with  the  first  pri¬ 
mary.  The  obstacles  must  be  removed,  otherwise  your 
effort  to  do  advanced  work  in  reading  will  be  greatly  minim¬ 
ized.  This  is  the  last  opportunity  for  grammar  school  work, 
and  pupils  must  be  grounded  in  the  fundamentals  now  or  in 
all  probability  leave  the  school  having  obtained  but  little 
from  his  eight  years’  of  service.  This  is  a  serious  situation 
and  calls  for  extraordinary  skill  on  the  part  of  the  teacher. 

A  manual  has  been  prepared  to  assist  you  in  the  work. 
Use  it  daily  and  you  will  find  it  to  be  of  great  value.  Def¬ 
inite  lines  of  procedure  are  clearly  indicated:  lines  which 
have  stood  the  test  of  the  most  exacting. 

Utilize  the  thought  questions  in  the  assignment  of  the 
lessons.  This  will  furnish  a  definite  working  basis  for  the 
pupils.  Although  completing  the  work  of  the  grammar 
schools,  these  pupils  are  unable  to  make  the  proper  discrimi¬ 
nations  in  many  instances  as  to  what  is  worth  while. 

Under  part  one  in  the  manual  consider  the  author’s  six 
objects  in  teaching  reading.  Under  part  three,  analyze  the 
first  lesson  plan  and  see  the  thoroughness  expected  on  the 
part  of  teachers  and  pupils. 

All  eighth  grade  pupils  are  studying  the  same  selections, 
and  will  enter  the  high  school  with  a  common  stock  of  knowl¬ 
edge  ;  this  will  enable  high  school  teachers  to  adapt  suitable 
work  and  do  intensive  teaching  during  the  initiatory  period 
in  the  high  school.  Eighth  grade  teachers  should  visit  the 
English  classes  in  the  High  School  occasionally  and  see  the 


28 


DETAILED  COURSE  OF  STUDY 


resuts  of  their  work.  Conferences  with  the  high  school 
teachers  along  this  and  similar  lines  cannot  but  prove 
beneficial. 

Become  familiar  with  the  general  plan  suggested  in  the 
introduction.  This  is  definite  and  a  plan  used  in  many  grade 
and  high  schools.  No  pupil  can  struggle  with  the  mechanics 
of  reading  and  appreciate  the  selection :  no  pupil  can  struggle 
with  the  mechanics  of  reading  and  read  with  expression. 
No  pupil  can  struggle  with  the  mechanics  of  reading  and 
enjoy  the  recitation  period.  If  work  is  necessary  along 
mechanical  lines,  and  in  most  grades  this  is  the  situation, 
then  have  this  work  done,  and  done  well ;  do  not  hesitate  to 
spend  all  the  time  that  is  necessary  in  this  preparatory  work. 

Follow  the  assignments  as  outlined  by  months.  If 
pupils  entered  any  one  school  and  remained  during  the  year, 
this  would  be  immaterial.  From  eight  hundred  to  one 
thousand  transfers  are  issued  yearly  to  pupils,  and  these 
pupils  when  entering  another  school  should  be  able  to  par¬ 
ticipate  in  all  class  exercises  based  upon  any  work  thus  far 
in  the  term:  this  will  give  unanimity  to  the  work,  and  in¬ 
crease  the  confidence  of  the  pupil  in  the  purpose  and  work 
of  the  school — no  small  item. 

The  starred  lessons  are  the  selections  for  memorizing, 
and  constitute  the  minimum  amount  of  work  of  this  char¬ 
acter  to  be  accomplished.  This  correlates  with  the  work  in 
language  and  grammar  and  assists  in  unifying  and  strength¬ 
ening  the  course. 

SEPTEMBER. 

The  Leap  of  Roushan  Beg.  Regulus  Before  the  Roman  Sen- 

Rip  Van  Winkle.  6.  ate. 

*Lochinvar.  Rienzi’s  Address  to  the  Romans. 

John  Gilpin.  2. 

OCTOBER. 


How  They  Brought  the  Good 
News  From  Ghent  to  Aix. 
From  Morn  Till  Night  on  a 
Florida  River. 

The  Return  of  Regulus. 

The  Great  Stone  Face. 


The  Memory  of  our  Fathers. 
*Columbus. 

Napoleon  Bonaparte. 

South  Carolina  and  the  Union. 
Reply  to  Hayne. 


NOVEMBER. 


Edgar  Allan  Poe.  Evangeline.  10. 

The  Raven.  2.  The  Last  Leaf. 

*To  a  Waterfowl, 


FOR  GRADE  CLASSES 


29 


DECEMBER. 

Building  of  the  Ship.  3.  *Love  of  Country. 

A  Descent  into  the  Maelstrom  .  3.  The  True  Grandeur  of  Nature. 
The  Man  Without  a  Country. 

JANUARY. 


Snowbound.  8. 

Spartacus  to  the  Gladiators. 
Merit  Before  Birth. 

Lincoln  the  Great  Commoner. 

The  Capture  of  Quebec. 
England’s  Hold  on  the  Colonies. 
Speech  of  Patrick  Henry. 

The  Evils  of  War. 

*Apostrophe  to  the  Ocean. 

Incident  of  the  French  Camp. 
Herve  Riel. 

Song  of  the  Chattahooche. 
Annabel  Lee. 

To  a  Skylark. 

Emmet’s  Vindication. 

*  Mercy. 

King  Philip  to  the  White  Settler. 

Song  of  the  Greek  Bard. 

Marco  Bozzaris. 

The  Burial  of  Sir  John  Moore. 
My  Visit  to  Niagara. 


*  Opportunity. 
The  Skylark. 
Absalom. 

The  Boys. 


Yussouf. 

*  Dedication  Speech  at  Gettys¬ 
burg. 

Address  at  the  Battle  of  Bunker 
Hill. 

Paul  Revere’s  Ride. 


*The  American  Flag. 
The  Bells. 

One  Hoss  Shay. 


The  Way  to  Wealth. 

Visions  of  Sir  Launfal.  3. 

The  Chambered  Nautilus. 
Washington’s  Farewell  Address. 
Recessional. 

MARCH. 

The  First  Settlement  of  New 
England. 

Supposed  Speech  of  John  Adams. 
The  Cloud. 

Destruction  of  Sennacherib. 

Eve  Before  Waterloo. 

*Man. 


The  Ship  Builders. 

Peace,  the  Policy  of  a  Nation. 
Cataract  of  Lodore. 

*The  Brook. 

MAY. 

Parting  of  Marmion  and  Doug¬ 
las. 

Selection  from  Shakespeare.  3. 
The  Voyage. 

Charge  of  the  Light  Brigade. 

JUNE. 

The  Bugle  Song. 

For  A’  That  and  A’  That. 

Old  Ironsides. 

O  Captain,  My  Captain. 

The  Mocking  Bird. 


FEBRUARY. 


APRIL. 


30 


DETAILED  COURSE  OF  STUDY 


DETAILED  COURSE  OF  STUDY  FOR 
GRADE  CLASS  IN  SPELLING 

SPELLING— ALL  GRADES. 

Universities  declare  that  colleges  do  not  emphasize 
spelling.  Colleges  declare  that  the  high  schools  do  not 
emphasize  spelling.  High  schools  declare  that  the  gram¬ 
mar  grades  do  not  emphasize  spelling.  Grammer  grades 
declare  that  the  intermediate  grades  do  not  emphasize 
spelling.  Intermediate  grades  declare  inasmuch  as  the 
the  foundation  for  spelling  was  not  laid  in  the  primary 
grades  that  the  task  before  them  is  too  great. 

The  assumption  that  spelling  can  be  taught  incidentally 
or  “accidentally”  has  had  its  day,  and  educators  the  world 
over  have  come  to  believe  that  spelling  should  have  the  same 
intensive  preparation  and  thought  that  is  given  to  other  aca¬ 
demic  branches. 

Reading,  writing,  spelling  and  composition  are  parts  of 
English  and  the  finished  product  must  of  necessity  be  poor 
if  the  pupils  are  weak  in  any  of  these  essentials. 

The  Course  of  Study  in  Spelling  for  the  first  and  second 
grades,  superficially  examined,  will  appear  too  exhaustive; 
a  critical  examination  will  show  that  the  words  here  given 
are  included  in  vocabularies  of  all  normal  children,  for  whom 
the  lists  are  prepared. 

While  the  lis  of  words  given  for  each  lesson  may  ap¬ 
pear  extensive,  yet  the  intensive  work  required  is  very 
reasonable,  inasmuch  as  but  one,  possibly  two  new  words 
are  given  each  day.  The  length  of  the  lessons  are  caused 
by  assigning  again  and  again  the  words  previously  spelled. 

These  new  words  are  to  be  particularly  emphasized ;  the 
pronunciation,  syllabication,  diacritical  marks,  accent  and 
meaning  are  to  be  used  in  connection  with  the  two  words 
in  every  lesson.  Like  all  other  teaching  worthy  of  the  name, 
reviews  of  important  words  along  this  line  are  necessary  if 
lasting  impressions  are  obtained, 


FOR  GRADE  CLASSES 


31 


Pupils  come  to  the  two-two  grade  conscious  of  power 
to  master  new  words.  There  is  no  power  more  greatly  to  be 
desired ;  the  vocabulary  of  any  pupil  will  rarely  be  increased 
unless  personal  effort  is  made;  personal  effort  cannot  be 
expected  unless  the  ways  and  means  for  this  effort  are  pro¬ 
vided. 

Mental  growth  must  be  in  accordance  with  natural  law. 
Too  often,  in  intermediate  and  grammar  grades,  very  little 
real  effort  is  made  on  the  part  of  pupils  toward  the  mastery 
and  meaning  of  new  words.  Some  words  have  more  than 
one  syllable  and  these  syllables  begin  and  end  at  some  def¬ 
inite  place;  some  words  are  accented,  and  this  accent  has  a 
definite  place.  The  work  so  nicely  begun  and  the  power  util¬ 
ized  in  the  primary  grades  should  not  be  suffered  to  retro¬ 
grade  as  pupils  advance  through  the  grades.  Pupils  come 
to  the  two-two  grade  fully  conscious  of  personal  power  along 
these  lines.  To  allow  this  power  to  gradually  disappear — 
through  lack  of  use —  does  the  pupil  a  lasting  injury.  The 
development  of  personal  power,  rather  than  the  assimilation 
of  facts  through  accretion,  should  and  must  be  the  result  of 
the  time  pupils  spend  in  school. 

Do  not  overlook  the  supplementary  lessons;  these  will 
serve  as  aids  in  teaching  of  sounds,  vowels,  homonyms,  rules 
of  spelling,  abbreviated  forms,  suffixes,  prefixes,  use  of 
hyphens,  plurals  and  general  word  building. 

It  is  important  that  the  plan  of  the  book  be  followed 
closely.  Read  and  re-read:  Suggestion  to  Teachers  found 
on  page  following  the  preface  to  the  Champion  Spelling 
Book. 

A  spelling  lesson  involves : 

Correct  pronunciation. 

Meaning. 

Correct  spelling. 

Use  in  sentences. 

Correct  spelling  is  acquired  through  : 

The  eye. 

The  voice. 

The  ear. 

The  muscular  sense. 


32 


DETAILED  COURSE  OF  STUDY 


Carless  pronunciation  is  a  habit  which  should  be  eradi¬ 
cated.  One  careless  in  pronunciation  will  hardly  become 
proficient  in  spelling.  This  point  should  be  stressed  until 
pupils  habitually  give  the  matter  the  attention  it  deserves. 

If  pupils  are  taught  from  the  very  beginning  of  their 
school  days  that  words  have  but  one  office — to  convey 
thought,  and  that  time  and  effort  are  misdirected  unless 
thought  is  conveyed  through  words,  it  will  be  an  easy  mat¬ 
ter  to  have  pupils  become  uncomfortable  when  talking  in 
an  unknown  tongue. 

The  pupil  who  can  “spell  at”  a  word  with  composure 
when  he  has  no  assurance  whatever  that  the  spelling  is 
correct,  has  developed  a  habit  which  will  have  much  to  do 
with  his  unsuccessful  effort  in  other  branches.  His  power 
of  discernment  must  be  strengthened,  and  the  spelling  les¬ 
son  furnishes  a  splendid  opportunity  for  individual  and 
intensive  teaching  along  this  line.  This  evil  will  not  of 
itself  vanish,  and  persistent,  patient,  thoughtful  work  on 
the  part  of  the  teacher  will  be  required. 

The  pupil  who  hurriedly  and  unthoughtedly  places 
words  indiscriminately  in  sentences  and  does  this  without 
compunction  of  conscience,  has  failed  to  realize  the  purpose 
of  his  effort,  and  his  last  state  is  worse  than  the  first. 
Vocabulary  building  is  a  very  simple  matter,  when  attended 
with  thought  and  discretion.  The  ambition  once  aroused 
to  “gain  a  point  daily”  will  mean  much  to  a  pupil  during 
his  school  career,  and  more  when  entering  into  the  sterner 
activities  of  life. 

The  position  that  the  experienced  eye  sees  wholes 
rather  than  its  parts — that  is,  the  initial  consonant  or 
vowels,  together  with  one  or  more  determining  fac¬ 
tors  determines  the  word,  may  be  well  taken  under 
certain  circumstances ;  it  is  a  dangerous  doctrine, 
however,  when  the  application  is  attempted  in  the 
preparation  of  the  spelling  lesson.  The  pupil  should 
be  taught  to  recognize  the  correct  form  of  the 
word;  whether  or  not  this  may  be  done  with  dispatch,  de¬ 
pends  largely  upon  intelligent  practice.  This  gives  an  op¬ 
portunity  for  developing  keen  and  quick  perception,  but 
speed  here  should  never  be  developed  at  the  expense  of 


FOR  GRADE  CLASSES 


33 


accuracy.  The  eye  trained  to  see  accurately  the  compon¬ 
ent  parts,  from  which  one  harmonious  whole  is  recognized, 
is  the  eye  directed  by  a  well-developed  brain. 

There  is  an  intimate  and  interdependent  relation  ex¬ 
isting  between  the  eye  in  recognition  and  the  vocal  cords 
in  the  production  of  the  sounds  representing  the  word,  or 
between  the  aural  censorship  and  the  voice  in  production; 
the  eye,  the  ear  and  the  muscular  sense  form  a  triple  alli¬ 
ance  which  must  be  recognized  if  the  student  is  to  utilize 
all  the  power  at  his  command. 

The  spelling  sense  may  be  greatly  strengthened  and 
intensified  if  pupils  are  held  for  the  spelling  of  important 
words  in  texts  other  than  the  spelling  text.  When  no 
attention  is  given  to  the  spelling  of  words,  except  at  some 
stated  and  regular  periods,  the  mind  in  this  connection  is 
usually  “off  guard,”  consequently  the  habit  of  mastering 
the  spelling  of  the  vocabulary  as  it  is  acquired  is  not 
formed. 

There  are  some  pupils  who  make  but  little,  if  any, 
progress  in  spelling.  They  are  fully  conscious  of  their 
inability  to  spell,  and  after  repeated  and  ineffectual 
attempts  to  keep  pace  with  their  classmates,  usually  be¬ 
come  reconciled  to  the  situation  and  make  the  necessary 
preparations  at  home  to  remain,  perchance,  after  school  to 
“make  up”  the  lesson. 

Under  these  circumstances  the  lesson  is  not  “made  up” 
but  simply  held  in  memory  for  a  few  minutes  until  it  may 
be  delivered.  What  such  pupils  need  is  not  “staying  in,” 
but  some  real  teaching.  They  have  not  awakened  to  the 
fact  that  they  have  the  power,  if  properly  directed,  to 
master  the  work.  Careful,  patient,  and  intensive  diagnoses 
will  in  most  cases  determine  the  seat  of  the  troubles,  which 
when  once  discovered  may  be  removed. 

Many  read  with  amazement  of  the  “spelling  matches” 
held  in  former  years  in  various  neighborhoods  and  of  the 
interest  manifested.  Surely  those  brown-faced,  hardy¬ 
handed  boys  and  girls  had  an  interest  in  the  subject,  and 
this  was  exemplified  when  many  of  them  went  miles  to  be 
present  at  a  spelling  bee.  What  prompted  such  exertion? 


34 


DETAILED  COURSE  OF  STUDY 


What  personal  pleasure  did  they  receive?  What  motive 
prompted  this  devotion  to  academic  work. 

No  explanation  is  necessary  and  yet  many  teachers 
today  fail  to  avail  themselves  of  similar  opportunities  for 
allowing  their  pupils  to  become  interested  in  this  import¬ 
ant  subject.  Labor,  toil  and  ennui  are  substituted  for  zeal, 
enthusiasm  and  joy;  the  former  leading  to  depression,  dis¬ 
like  and  discomfort,  the  latter  to  peace,  happiness  and  con¬ 
tentment. 

Written  spelling  for  the  purpose  of  developing  certain 
powers,  and  at  times  calculated  to  assist  in  this  develop¬ 
ment  is  well,  but  to  submit  a  pupil  to  a  written  test  day 
after  day,  month  after  month,  and  year  after  year,  with  no 
incentive  aside  from  a  respectable  grade  on  his  paper — and 
this  is  known  to  no  one  but  himself  and  his  teacher — this 
procedure,  in  most  cases,  results  in  that  expressionless 
and  disinterested  company  of  boys  and  girls,  to  be  found  in 
too  many  class  rooms. 

The  purpose  here  is  not  to  unduly  emphasize  the  mer¬ 
its  of  oral  spelling;  that  they  are  many  and  easily  deter¬ 
mined  we  verily  believe  if  attention  is  given  to  the  fol¬ 
lowing  : 

SUGGESTIONS  FOR  ORAL  SPELLING. 

1.  When  ready  for  the  recitation,  call  No.  1  and  re¬ 
quire  all  other  pupils  to  take  their  respective  places  in 
order  of  their  numbers  in  class. 

2.  Ordinarily,  pronounce  a  word  but  once,  being  care¬ 
ful  to  articulate  clearly. 

3.  When  a  word  is  misspelled,  require  the  pupil  whose 
privilege  it  is  to  spell  the  next  word,  to  take  the  misspelled 
word,  providing  he  does  this  before  a  word  intended  for  him 
is  pronounced. 

4.  When  a  word  is  spelled  correctly  and  another  pupil 
considers  it  misspelled,  permit  a  trial,  then  if  misspelled 
treat  this  as  a  misspelled  word  in  line. 

5.  It  depends  upon  the  grade  and  the  efficiency  of  the 
class  as  to  the  method  employed  in  permitting  pupils  to 
pass  toward  the  head  of  the  class;  suppose  more  than  one 
word  is  misspelled — if  more  encouraging  to  the  pupils,  per- 


FOR  GRADE  CLASSES 


35 


mit  a  pupil  to  correct  any  one  of  the  words,  and  pass  ahead 
of  the  pupil  missing  that  particular  word. 

6.  Individual  spelling  books  should  be  made  by  re¬ 
quiring  each  pupil  to  make  a  written  note  in  class  of  all 
words  missed  by  him;  these  words  should  be  neatly  copied 
and  placed  upon  the  teacher’s  desk. 

7.  At  the  next  spelling  recitation  the  names  of  pupils 
who  misspelled  words  in  the  previous  lesson  should  be 
called  and  these  pupils  should  spell  correctly,  without  pro¬ 
nunciation  on  the  part  of  the  teacher,  all  words  misspelled 
by  them.  Any  words  again  misspelled  should  be  treated 
as  before,  the  pupil  making  a  written  notation  of  the  same 
and  placing  a  copy  thereof  on  the  teacher’s  desk  for  use  at 
the  next  recitation. 

8.  The  spelling  class  should  be  the  most  interesting 
class  of  the  day,  so  far  as  the  pupils  are  concerned.  It  can 
be  made  monotonous  both  to  teacher  and  to  pupil,  if  the 
words  are  pronounced  in  a  mechanical  indifferent  manner. 

9.  When  a  pupil  corrects,  or  tries  to  correct,  a  mis¬ 
spelled  word  and  is  doubtful  about  passing,  inform  him,  if 
he  is  in  the  lower  grades,  as  to  his  privilege.  In  more  ad¬ 
vanced  classes  this  will  depend  upon  the  number  of  words 
“out”  and  other  things  occupying  the  pupils’  and  teacher’s 
time. 

10.  Pupils  should  pronounce  each  word  before  spel¬ 
ling;  this  assists  in  spelling  the  word,  also  in  forming  the 
habit  of  clear  enunciation  and  in  broadening  the  vocabulary. 

11.  When  a  pupil  fails  to  pronounce  a  word  before 
spelling,  permit  the  next  pupil  only  to  pronounce  and  spell 
the  word,  thus  entitling  him  to  pass  that  pupil.  This  will 
avoid  confusion,  unnecessary  questions  and  delay. 

12.  Some  pupils  fail  to  learn  to  spell  because  they 
have  no  conception  of  sound,  consonant  and  vowel.  Occa¬ 
sional  phonetic  spelling  will  do  much  to  remove  this  defect. 

13.  Headmarks  are  hard  to  secure;  some  recognition 
should  be  made  by  the  teacher  of  headmarks  earned. 
Headmarks  neatly  posted  in  some  part  of  the  room  will  add 
to  the  pupils’  interest  and  determination. 

14.  Footmarks  may  be  given  with  profit,  providing 


36 


DETAILED  COURSE  OF  STUDY 


no  pupil  receives  a  footmark  who  was  at  the  foot  of  the 
class  at  the  beginning  of  the  recitation  and  had  no  oppor¬ 
tunity  to  advance. 

15.  Confusion  is  avoided  if  pupils  do  not  ask  questions 
during  the  lesson — that  is,  if  some  one  did  or  did  not  spell 
it  this  way  or  that  way.  Instead  of  these  questions,  per¬ 
mit  the  pupil  to  spell  any  word  he  thinks  has  been  mis¬ 
spelled,  and  if  the  word  was  not  missed,  and  this  pupil  spells 
it  correctly  too,  simply  say:  “The  word  was  not  missed/’ 

16.  It  should  be  understood  that  the  spelling  lesson — 
all  lessons — commence  at  the  first  of  the  book.  Words  pro¬ 
nounced  from  lessons,  other  than  those  assigned  for  any 
particular  day,  increase  the  pupils’  personal  interest  in  the 
preparation  of  all  spelling  lessons. 

17.  Interest,  enthusiasm  and  occasional  remarks  re¬ 
garding  the  pupil’s  progress  along  the  line;  the  necessity 
for  being  a  good  speller;  commendation  when  deserving 
and  constructive  criticism  when  necessary,  will  make  the 
spelling  lesson  the  most  interesting  one  of  the  day. 

18.  Occasionally  all  pupils  should  place  their  indi¬ 
vidual  spelling  books  upon  the  teacher’s  desk,  and  the 
recitation  should  be  based  upon  the  words  in  these  indi¬ 
vidual  spelling  books. 

19.  The  work  may  be  profitably  varied  occasionally 
by  having  phonetic  spelling,  syllabication,  accent  placed, 
diacritical  marks  indicated,  etc.,  etc. 

GRADE  ONE— ONE. 

In  selecting  words  for  this  grade,  only  such  words  have 
been  chosen  as  are  given  in  the  child’s  first  reading  vocab¬ 
ulary. 


see 

girl 

us 

of 

let 

do 

she 

have 

may 

tell 

and 

are 

make 

for 

yes 

me 

am 

fruit 

take 

how 

is 

to 

boy 

old 

day 

good 

it 

go 

all 

home 

does 

want 

any 

cow 

you 

well 

we 

some 

come 

egg 

at 

him 

milk 

with 

like 

FOR  GRADE  CLASSES 


37 


dog 

her 

will 

play 

apple 

the 

no 

an 

water 

goes 

not 

he 

can 

them 

here 

GRADE  ONE— TWO. 


Generally  one  new  word  has  been  introduced  in  each 
day’s  lesson. 

Where  words  seem  easy  to  spell,  two  new  words  are 
introduced.  Each  word  re-appears  five  or  six  times.  The 
pupil  thus  gains  complete  mastery  of  this  limited  vocabul¬ 
ary,  a  mastery  which  not  only  enables  him  to  read  fluently 
and  expressively,  thoughts  clothed  in  the  words  of  this 
vocabulary,  but  which  prepares  him  readily  and  rapidly  to 
increase  his  vocabulary  as  soon  as  he  begins  to  observe  the 
facts  and  principles  of  phonics. 

First  Month. 


I. 

II. 

III. 

IV. 

V. 

than 

give 

have 

who 

day 

come 

any 

want 

them 

tell 

good 

how 

on 

let 

us 

did 

some 

you 

make 

she 

saw 

of 

we 

are 

water 

VI. 

VII. 

VIII. 

IX. 

X. 

but 

again 

grass 

there 

that 

nest 

it 

does 

well 

he 

Play 

like 

give 

have 

day 

him 

yes 

may 

than 

who 

with 

for 

were 

will 

net 

XI. 

XII. 

XIII. 

XIV. 

XV. 

saw 

who 

tree 

corn 

sell 

have 

there 

grass 

that 

here 

goes 

old 

am 

like 

goes 

all 

can 

it 

again 

you 

home 

to 

fruit 

all 

milk 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

new 

shall 

work 

such 

roll 

saw 

who 

tree 

sell 

,corn 

home 

and 

again 

any 

them 

the 

with 

did 

had 

come 

take 

sell 

are 

tree 

egg 

38 


DETAILED  COURSE  OF  STUDY 


Second  Month. 


I. 

many 

will 

where 

how 

have 

VI. 

each 

work 

much 

how 

many 

XI. 

heard 

box 

drum 

again 

where 

XVI. 

don't 

such 

have 

that 

come 


II. 

then 

where 

much 

gun 

some 

VII. 

hand 

am 

take 

come 

them 

XII. 

horn 

shall 

take 

which 

then 

XVII. 

nest 

our 

queen 

had 

doll 


III. 

seed 

gun 

much 

many 

flag 

VIII. 

which 

who 

let 

make 

like 

XIII. 

when 

new 

could 

much 

shall 


papa 

baby 

little 

some 

was 


IV. 

doll 

drum 

then 

top 

want 

IX. 

count 

ice 

each 

hand 

had 

XIV. 

were 

give 

but 

here 

they 


one 

two 

did 

tree 

shall 


V. 

ball 

home 

will 

by 

his 

X. 

wind 

sell 

ball 

want 

flag 

XV. 

pictures 

there 

then 

than 

said 

XX. 

three 

can 

which 

wind 

two 


XVIII.  XIX. 


Third  Month. 


I. 

II. 

III. 

IV. 

V. 

picture 

corn 

march 

five 

draw 

three 

four 

fly 

father 

yellow 

grass 

horn 

four 

could 

three 

does 

rope 

grass 

again 

four 

tree 

give 

picture 

don’t 

little 

VI. 

VII. 

VIII. 

IX. 

X. 

sail 

five 

ride 

seven 

ring 

roll 

six 

push 

march 

sled 

each 

yellow 

draw 

five 

what 

here 

work 

sail 

father 

day 

were 

make 

sell 

little 

corn 

XI. 

XII. 

XIII. 

XIV 

XV. 

seven 

eight 

brown 

autumn 

mother 

wave 

red 

one 

eight 

autumn 

FOR  GRADE  CLASSES 


39 


hold 

which 

six 

brown 

blue 

play 

many 

hold 

sled 

flag 

fall 

green 

let 

sail 

again 

Fourth  Month. 

I. 

II. 

III. 

IV. 

V. 

nine 

north 

black 

brother 

winter 

ten 

south 

white 

black 

nuts 

play 

hand 

seven 

get 

white 

tree 

mother 

draw 

gun 

here 

blue 

little 

nine 

who 

that 

VI. 

VII. 

VIII. 

IX. 

X. 

meal 

pie 

cold 

clean 

light 

bread 

cake 

hard 

would 

dark 

good 

meal 

nuts 

push 

cold 

eight 

autumn 

winter 

yellow 

cake 

father 

roll 

four 

brother 

ten 

XI. 

XII. 

XIII. 

XIV. 

XV. 

rich 

east 

butter 

Sunday 

Monday 

poor 

west 

fresh 

east 

fly 

white 

north 

ride 

black 

new 

such 

south 

march 

clean 

could 

hard 

light 

brown 

three 

then 

Fifth  Month. 


I. 

II. 

III. 

IV. 

V. 

sister 

orange 

summer 

beef 

garden 

brother 

Sunday 

winter 

pork 

bush 

father 

Monday 

meat 

south 

beef 

mother 

drum 

blue 

orange 

meat 

baby 

heard 

tree 

sister 

nine 

VI. 

VII. 

VIII. 

IX. 

X. 

sour 

spring 

soft 

candy 

peas 

sweet 

summer 

hard 

beans 

sweet 

pork 

butter 

spring 

papa 

Sunday 

Monday 

clean 

sour 

nest 

hard 

each 

which 

garden 

such 

soft 

XI. 

XII. 

XIII. 

XIV. 

XV. 

school 

horse 

fox 

fish 

„  rice 

house 

sheep 

sheep 

five 

cream 

beans 

wind 

sour 

corn 

hold 

40  DETAILED  COURSE  OF  STUDY 


bush 

give 

west 

meal 

red 

orange 

wave 

meat 

would 

fall 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

tent 

slide 

skate 

pure 

rope 

house 

pull 

yellow 

said 

car 

rice 

make 

sail 

butter 

rich 

autumn 

march 

poor 

eight 

home 

winter 

white 

spring 

top 

then 

GRADE  TWO- 

-ONE. 

First  Month. 

I. 

II. 

III. 

IV. 

V. 

bear 

seat 

think 

read 

kitty 

could 

wind 

seat 

think 

bear 

many 

where 

ball 

doll 

seat 

east 

some 

picture 

had 

flag 

cake 

push 

sweet 

candy 

butter 

fish 

sheep 

pure 

poor 

garden 

VI. 

VII. 

VIII. 

IX. 

X. 

book 

creep 

mouse 

walk 

crawl 

read 

kitty 

which 

book 

mouse 

nest 

two 

picture 

when 

horn 

don’t 

papa 

one 

ice 

were 

was 

then 

gun 

seven 

two 

south 

autumn 

cold 

meal 

rich 

XI. 

XII. 

XIII. 

XIV. 

XV. 

paper 

school 

learn 

card 

teach 

heard 

paper 

learn 

yellow 

card 

three 

four 

draw 

ride 

learn 

father 

spring 

Sunday 

which 

tent 

pull 

march 

think 

read 

creep 

walk 

bear 

crawl 

seat 

kitty 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

chalk 

mew 

climb 

bark 

heard 

autumn 

card 

ring 

chalk 

climb 

brown 

wave 

brother 

nuts 

hard 

fresh 

house 

beans 

slide 

little 

fly 

five 

hold 

what 

white 

could 

orange 

drum 

hand 

clean 

FOR  GRADE  CLASSES 


41 


Second  Month. 


I. 

II. 

III. 

IV. 

V. 

lamb 

bark 

fold 

deer 

desk 

goose 

fear 

cut 

pony 

seat 

fish 

draw 

cow 

lamb 

fold 

fox 

sing 

march 

bark 

box 

rabbit 

tell 

yellow 

brown 

spring 

horse 

father 

orange 

papa 

wind 

VI. 

VII. 

VIII. 

IX. 

X. 

small 

speak 

lesson 

chick 

follow 

call 

think 

read 

kitty 

swim 

little 

small 

think 

deer 

read 

desk 

hand 

seat 

lesson 

speak 

apple 

home 

mother 

fear 

green 

out 

tree 

sister 

brother 

red 

XI. 

XII. 

XIII. 

XIV. 

XV. 

clock 

card 

catch 

kitten 

teach 

book 

chalk 

drive 

mouse 

spell 

kitty 

follow 

lesson 

bear 

sweet 

autumn 

black 

small 

deer 

card 

meat 

flag 

desk 

fold 

rice 

pork 

baby 

goose 

clock 

chalk 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

letters 

teacher 

class 

study 

pencil 

copy 

pencil 

animal 

learn 

paper 

again 

school 

copy 

teacher 

house 

picture 

letters 

swim 

two 

horse 

bark 

would 

butter 

read 

white 

where 

don't 

shall 

ball 

three 

Third  Month. 

I. 

II. 

III. 

IV. 

V. 

pass 

crawl 

door 

wood 

write 

run 

walk 

crawl 

play 

paper 

fold 

chalk 

pass 

teacher 

letters 

think 

class 

four 

fear 

pencil 

sing 

small 

five 

chick 

make 

clock 

copy 

six 

sheep 

seat 

VI. 

VII. 

VIII. 

IX. 

X. 

robin 

ruler 

drink 

paint 

words 

home 

school 

water 

eat 

book 

write 

clock 

cup 

bread 

drink 

42  DETAILED  COURSE  OF  STUDY 


pass 

wood 

take 

fold 

ruler 

orange 

kitty 

lesson 

speak 

write 

soup 

kitten 

eight 

study 

robin 

XI. 

XII. 

XIII. 

XIV. 

XV. 

board 

jump 

sugar 

chair 

table 

chalk 

mew 

board 

duck 

learn 

drive 

sister 

winter 

animal 

they 

follow 

nine 

run 

wood 

there 

card 

picture 

crawl 

study 

clock 

catch 

grass 

paint 

horn 

card 

Fourth  Month. 

I. 

II. 

III. 

IV. 

V. 

stand 

call 

show 

hear 

sky 

walk 

fox 

put 

spell 

card 

miss 

ten 

table 

chick 

lamb 

class 

summer 

set 

crawl 

paint 

paper 

seat 

learn 

word 

pony 

pencil 

catch 

mouse 

ruler 

lesson 

GRADE  TWO— TWO. 

First  Month. 

I. 

HH 

1— 1 

III. 

IV. 

V. 

help 

behave 

hope 

mind 

obey 

lamb 

fear 

fold 

small 

speak 

home 

clock 

help 

behave 

hope 

cup 

make 

there 

hear 

where 

show 

put 

call 

stand 

walk 

sky 

bark 

fight 

child 

son 

sugar 

jump 

words 

shine 

paste 

lemon 

them 

table 

car 

take 

VI. 

VII. 

VIII. 

IX. 

X. 

smile 

harm 

lie 

hate 

strike 

lesson 

read 

follow 

catch 

teach 

obey 

noise 

mind 

smile 

harm 

sing 

eat 

animal 

which 

eight 

pine 

Wednesday  give 

growl 

set 

road 

sit 

class 

bear 

where 

house 

don’t 

blue 

noise 

hill 

ifo^white 

skate 

slide 

pure 

FOR  GRADE  CLASSES 


VI. 

wagon 

bark 

robin 

chair 

sugar 

cup 

X. 

lemon 

orange 

deer 

spell 

write 

board 

XIV. 

built 

nine 

bed 

meat 

sugar 

grass 


I. 

strike 

ruler 

pony 

write 


GRADE  TWO— ONE, 
Fourth  Month. 


VII.  VIII.  IX. 


fight 

nine 

child 

teach 

pony 

son 

kitten 

catch 

stand 

drink 

talk 

fold 

table 

jump 

miss 

wood 

door 

words 

XI. 

XII. 

XIII. 

noise 

bed 

head 

goose 

aunt 

letters 

fear 

ruler 

teacher 

think 

paper 

sky 

march 

book 

blue 

speak 

fight 

them 

XV. 

paste 

sun 

three 

robin 

sweet 

paint 

Fifth  Month. 


II. 

III. 

IV. 

Tuesday 

bees 

listen 

lemon 

wagon 

hear 

pass 

goose 

fun 

put 

cat 

hear 

DETAILED  COURSE  OF  STUDY 


duck 

pie 

catch 

mew 

goose 

strike 

call 

drink 

V. 

VI. 

VII. 

VIII. 

puppy 

goat 

city 

carry 

sun 

talk 

Tuesday 

car 

play 

wagon 

listen 

hear 

listen 

door 

fish 

table 

class 

ruler 

could 

would 

paper 

child 

stand 

deer 

IX. 

X. 

XI. 

XII. 

hill 

hive 

bag 

block 

water 

bees 

crawl 

cup 

lemon 

strike 

pass 

word 

rice 

study 

four 

door 

take 

pine 

chick 

jump 

board 

robin 

bread 

book 

XIII. 

XIV, 

XV. 

XVI. 

toy 

farm 

mill 

growl 

chair 

sky 

had 

Sunday 

hear 

talk 

noise 

pine 

set 

have 

aunt 

arm 

walk 

paste 

spell 

talk 

give 

head 

Tuesday 

hear 

XVII. 

XVIII. 

XIX. 

XX. 

trot 

Wednesday 

sit 

road 

drive 

three 

Monday 

Wednesday 

hard 

soft 

head 

hand 

give 

some 

does 

class 

miss 

robin 

sugar 

cup 

desk 

pencil 

put 

learn 

FOR  GRADE  CLASSES 


43 


XI. 

XII. 

XIII. 

XIV. 

XV. 

tease 

steal 

tardy 

field 

throw 

letters 

copy 

pass 

walk 

door 

lie 

hate 

strike 

tease 

steal 

drive 

swim 

chick 

pencil 

school 

class 

animal 

learn 

would 

shall 

little 

cream 

again 

garden 

meal 

clean 

heard 

here 

bread 

seven 

sail 

march 

picture 

push 

pony 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

collar 

rubbers 

carpet 

corner 

bucket 

white 

robin 

ruler 

drink 

trot 

listen 

wagon 

talk 

collar 

city 

tardy 

field 

throw 

rubbers 

carpet 

hear 

block 

farm 

could 

goat 

sun 

chair 

bag 

hive 

strike 

wood 

paper 

tease 

steal 

tardy 

orange 

think 

paint 

Second  Month. 

board 

chalk 

I. 

II. 

III. 

IV. 

V. 

every 

just 

Thursday 

ground 

frost 

water 

field 

just 

Thursday 

strong 

summer 

every 

wind 

flag 

Wednesday 

again 

aunt 

field 

bark 

just 

could 

teacher 

table 

mouse 

every 

comes 

desk 

trees 

pass 

would 

give 

book 

pine 

ball 

bed 

chair 

Tuesday 

butter 

run 

paper 

VI. 

VII. 

VIII. 

IX. 

X. 

morning 

evening 

fought 

happy 

apron 

throw 

never 

hung 

coat 

lace 

frost 

winter 

morning 

green 

ground 

Thursday 

sky 

summer 

east 

fought 

come 

blue 

door 

take 

evening 

brother 

bread 

write 

crawl 

heard 

ground 

west 

desk 

wagon 

which 

lesson 

two 

saw 

road 

there 

XI. 

XII. 

XIII. 

XIV. 

XV. 

boots 

cloak 

cotton 

gloves 

'  mittens 

buttons 

collar 

dress 

hood 

pair 

north 

seven 

boots 

buttons 

cloak 

44  DETAILED  COURSE  OF  STUDY 


evening 

never 

fought 

apron 

throw 

every 

noise 

father 

walk 

lace 

happy 

hung 

have 

wagon 

ever 

road 

corn 

meal 

picture 

autumn 

learn 

write 

clock 

hill 

grass 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

pocket 

shoes 

silk 

stockings 

basket 

rubbers 

field 

shirt 

cotton 

dress 

table 

talk 

mittens 

hood 

pocket 

saw 

water 

butter 

birds 

speak 

put 

rubbers 

shoes 

cloak 

silk 

let 

tell 

give 

pocket 

shirt 

study 

chair 

table 

trees 

houses 

road 

car 

woods 

books 

school 

Third  Month. 

I. 

II. 

III. 

IV. 

V. 

pump 

kitchen 

vase 

quilt 

broom 

sink 

key 

needle 

stove 

carpet 

dress 

jump 

kitchen 

sink 

key 

apron 

Tuesday 

nine 

vase 

four 

every 

just 

give 

which 

clock 

walk 

buttons 

Friday 

gloves 

collar 

saw 

desk 

the 

they 

there 

VI. 

VII. 

VIII. 

IX. 

X. 

parlor 

cover 

spool 

porch 

stairs 

corners 

bricks 

hall 

map 

bucket 

needle 

broom 

stove 

quilt 

carpet 

Wednesday 

pocket 

throw 

morning 

happy 

coat 

pump 

kitchen 

study 

pencil 

would 

aunt 

evening 

support 

fought 

crawl 

hung 

silk 

write 

picture 

dress 

ever 

never 

rubbers 

water 

XI. 

XII. 

XIII. 

XIV. 

XV. 

soap 

coal 

brush 

rooms 

towel 

comb 

curtain 

stool 

pail 

floor 

duck 

soap 

comb 

curtain 

coal 

vase 

pump 

parlor 

corner 

sink 

stove 

needle 

carpet 

broom 

spool 

stairs 

porch 

mop 

hall 

bricks 

teacher 

evening 

throw 

stockings 

cotton 

again 

never 

happy 

coat 

apron 

FOR  GRADE  CLASSES 


45 


I. 

pillow 

lock 

key 

carpet 

comb 

father 

every 

corn 

VI. 

about 

seat 

porch 

bricks 

rooms 

winter 

pencil 

teacher 

XI. 

Saturday 

fence 

pail 

comb 

stockings 

eight 

boats 

just 


I. 

rocks 

people 

bucket 

seat 

Wednesday 

chair 

stove 

pump 


Fourth  Month. 


II. 

III. 

step 

pan 

rug 

shelf 

kitchen 

vase 

stove 

needle 

coal 

curtain 

rice 

brother 

pocket 

jump 

grass 

noise 

VII. 

VIII. 

after 

before 

lamp 

hair 

spool 

cover 

hall 

mop 

pail 

towel 

study 

shirt 

learn 

butter 

write 

bread 

XII. 

XIII. 

barn 

lake 

police 

gate 

after 

about 

Friday 

Saturday 

curtain 

coal 

soap 

rooms 

basket 

dress 

ground 

frost 

Fifth  Month, 

II. 

III. 

smoke 

swing 

load 

flowers 

lazy 

rocks 

about 

Friday 

mouse 

beef 

table 

bed 

needle 

kitchen 

vase 

stairs 

IV. 

V. 

clouds 

pole 

tacks 

stove 

quilt 

broom 

sink 

stairs 

brush 

stool 

cloak 

mittens 

horse 

lace 

seven 

shoes 

IX. 

X. 

lazy 

Friday 

bird 

shoe 

parlor 

corner 

bucket 

soap 

floor 

Thursday 

gloves 

march 

fought 

carpet 

crawl 

rug 

XIV. 

XV. 

brook 

river 

weeds 

path 

before 

seat 

lake 

brook 

brush 

police 

floor 

gate 

towel 

barn 

floor 

fence 

IV. 

V. 

stones 

mud 

pond 

lamp 

people 

smoke 

before 

hair 

copy 

write 

flag 

'  quilt 

ten 

sink 

cover 

parlor 

46 


DETAILED  COURSE  OF  STUDY 


VI. 

VII. 

VIII. 

IX. 

X. 

silver 

thirsty 

carry 

money 

stick 

load 

swing 

flowers 

stoves 

pond 

stone 

clouds 

pan 

shelf 

rug 

step 

lock 

pillow 

lake 

brook 

police 

gate 

river 

path 

weeds 

fence 

barn 

Saturday 

pail 

smoke 

can 

where 

which 

people 

lamp 

towel 

porch 

pass 

pine 

Thursday 

hall 

corner 

bricks  , 

brush 

soap 

XI. 

XII. 

XIII. 

XIV. 

XV. 

voice 

hungry 

spread 

wheat 

another 

mud 

stones 

voice 

hungry 

wheat 

clouds 

stove 

shelf 

lock 

pillow 

after 

seat 

shoe 

bird 

flowers 

every 

them 

tacks 

lazy 

before 

two 

four 

Monday 

about 

fought 

draw 

houses 

brook 

sun 

sky 

soft 

sister 

read 

city 

gate 

XVI. 

XVII. 

XVIII. 

XIX. 

XX. 

change 

branch 

spoon 

glass 

cloth 

spread 

rocks 

another 

smoke 

swing 

another 

curtain 

Saturday 

step 

Friday 

hall 

corner 

bricks 

brush 

spread 

Sunday 

blue 

ground 

wagon 

speak 

thirsty 

carry 

money 

stick 

silver 

shirt 

gloves 

change 

branch 

glass 

voice 

swing 

rope 

hungry 

spoon 

GRADE  THREE— ONE. 
CHAMPION  SPELLING  BOOK. 


Begin  with  Section  I — Lesson  I. 

Sept. — Feb.  1  to  19  inclusive  Dec. — May.  51  to  65  inclusive 

Oct. — Mar.  20  to  39  inclusive  Jan. — June.  66  to  80  inclusive 

Nov. — Apr.  40  to  50  inclusive 

GRADE  THREE— TWO. 

CHAMPION  SPELLING  BOOK. 

Sept. — Feb.  81  to  100  inclusive  Dec. — May  139  to  153  inclusive 

Oct. — Mar.  101  to  120  inclusive  Jan. — June  154  to  Section  II. 

Nov. — Apr.  121  to  138  inclusive 


FOR  GRADE  CLASSES 


47 


Sept. — Feb. 
Oct. — Mar. 
Nov. — Apr. 


Sept. — Feb. 
Oct. — Mar. 
Nov.— Apr. 


Sept. — Feb. 
Oct. — Mar. 
Nov. — Apr. 


Sept. — Feb. 
Oct. — Mar. 
Nov. — Apr. 


Sept. — Feb. 
Oct. — Mar. 
Nov. — Apr. 


Sept. — Feb. 
Oct. — Mar. 
Nov. — Apr. 


Sept. — Feb. 
Oct. — Mar. 
Nov. — Apr. 


GRADE  FOUR — ONE. 

CHAMPION  SPELLING  BOOK. 

Begin  with  Section  II. 

1  to  20  inclusive  Dec. — May  51  to  65  inclusive 

21  to  39  inclusive  Jan. — June  66  to  80  inclusive 

40  to  50  inclusive 

GRADE  FOUR— TWO. 

CHAMPION  SPELLING  BOOK. 

81  to  101  inclusive  Dec. — May  139  to  153  inclusive 
101  to  120  inclusive  Jan. — June  154  to  Section  III. 
121  to  138  inclusive 

GRADE  FIVE— ONE. 

CHAMPION  SPELLING  BOOK. 

Begin  with  Section  III. 

1  to  20  inclusive  Dec. — May  51  to  65  inclusive 

21  to  39  inclusive  Jan. — June  66  to  80  inclusive 

40  to  50  inclusive 

GRADE  FIVE— TWO. 

CHAMPION  SPELLING  BOOK. 

81  to  100  inclusive  Dec. — May  139  to  153  inclusive 
101  to  120  inclusive  Jan. — June  154  to  Section  IV 
121  to  138  inclusive 

GRADE  SIX— ONE. 

CHAMPION  SPELLING  BOOK. 

Begin  with  Section  IV. 

1  to  20  inclusive  Dec. — May  51  to  65  inclusive 

21  to  39  inclusive  Jan. — June  66  to  80  inclusive 

40  to  50  inclusive 

GRADE  SIX— TWO. 

CHAMPION  SPELLING  BOOK. 

81  to  100  inclusive  Dec. — May  139  to  153  inclusive 
101  to  120  inclusive  Jan. — June  15*4  to  Section  V 
121  to  138  inclusive 

GRADE  SEVEN— ONE. 

CHAMPION  SPELLING  BOOK: 

Begin  with  Section  V. 

1  to  20  inclusive  Dec. — May  51  to  65  inclusive 

21  to  39  inclusive  Jan. — June  66  to  80  inclusive 

40  to  50  inclusive 


48 


DETAILED  COURSE  OF  STUDY 


GRADE  SEVEN — TWO. 

CHAMPION  SPELLING  BOOK. 

Sept. — Feb.  81  to  100  inclusive  Dec. — May  139  to  153  inclusive 
Oct. — Mar.  101  to  120  inclusive  Jan. — June  154  to  Section  VI 
Nov. — Apr.  121  tol38  inclusive 

GRADE  EIGHT— ONE. 

CHAMPION  SPELLING  BOOK. 


Begin  with  Section  VI. 

Sept. — Feb.  1  to  19  inclusive  Dec. — May  52  to  68  inclusive 

Oct. — Mar.  20  to  39  inclusive  Jan. — June  69  to  80  inclusive 

Nov. — Apr.  40  to51  inclusive 

GRADE  EIGHT— TWO. 


Sept. — Feb. 
Oct. — Mar. 
Nov. — Apr. 


CHAMPION  SPELLING  BOOK. 

81  to  99  inclusive  Dec. — May  136  to  150  inclusive 

100  to  120  inclusive  Jan. — June  151  to  end 

121  to  135  inclusive 


FOR  GRADE  CLASSES 


49 


DETAILED  COURSE  OF  STUDY  FOR 
GRADE  CLASSES  IN  PENMANSHIP 

PENMANSHIP. 

For  many  years  public  schools  in  general  have  not  kept 
pace  with  some  other  educational  institutions  so  far  as  the 
teaching  of  writing  is  concerned.  While  all  recognize  that 
the  ability  to  write  a  rapid,  legible  hand  is  a  valuable  asset, 
yet  many  schools  have  failed  to  develop  this  power  within 
the  pupils  who  attend  said  schools  year  after  year. 

Parents  and  others  supporting  the  public  schools  have 
a  right  in  demanding  that  the  boys  and  girls  be  taught  to 
express  themselves  in  good  English,  and  when  this  is  done 
in  writing,  it  should  be  in  a  manner  that  is  a  pleasure  to  the 
operator  and  a  delight  to  the  reader. 

The  ability  to  write  legibly,  easily  and  rapidly  is  not 
based  upon  chance ;  there  are  fundamental  principles  under¬ 
lying  this  power  which  must  be  observed.  Pupils  who  as¬ 
sume  uncomfortable  and  unhygienic  positions  during  the 
writing  period,  or  during  any  written  exercise,  do  so  at  the 
risk  of  impairing  the  vision  and  of  the  general  health. 

The  development  of  the  power  to  write  legibly,  easily 
and  rapidly  is  of  supreme  importance  in  public  school  edu¬ 
cation.  Rapidity  and  ease  in  penmanship  greatly  influence 
activity  of  thought  in  that  little  effort  and  directed  attention 
need  be  given  to  the  written  expression,  thus  allowing  the 
mind  to  act  without  interruption  or  hindrance.  This  means 
economy  in  time,  in  effort,  both  physical  and  mental,  all  of 
which  have  a  decided  bearing  on  thought  production  and 
expression. 

A  pupil  who  must  struggle  equally  with  thought  pro¬ 
duction  and  thought  expression,  whether  oral  or  written, 
must  of  necessity  face  a  serious  handicap.  Penmanship  of 
itself,  cannot  be  substituted  for  fluent  and  correct  expres¬ 
sion,  but,  properly  mastered,  hindrances  usually  encoun¬ 
tered  in  reducing  thought  to  writing  can  be  very  greatly 
diminished. 


50 


DETAILED  COURSE  OF  STUDY 


The  barriers  confronting  every  pupil  in  his  educational 
career  have  much  to  do  with  determining  his  progress. 
Some  of  these  may  be  minimized,  other  removed,  while  oth¬ 
ers  may  be  made  to  serve  a  valuable  purpose.  Just  what 
line  to  pursue  in  every  instance  requires  experience  and 
judgment,  the  distinguishing  factors  which  largely  deter¬ 
mine  the  real  teacher. 

Expression  intensifies  and  clarifies  impression  and  for 
these  reasons  much  of  the  regular  school  work  is  reduced 
to  writing;  in  written  recitations  then  the  object  is  thought 
expression,  and  hindrances  such  as  the  inability  to  express 
one’s  self  correctly,  or  directed  attention  to  punctuation, 
spelling,  form,  etc.,  or  physical  strain  in  penmanship — all 
of  these  obstacles  must  be  removed  before  pleasing  and  sat¬ 
isfactory  work  to  the  pupil  can  be  accomplished. 

A  teacher  who  develops  within  her  pupils  the  power  to 
write  legibly,  easily  and  rapidly  has  performed  a  service  the 
value  of  which  cannot  be  measured  in  terms  of  percentages. 

The  Palmer  Method  of  Business  Writing  is  the  adopted 
text  in  the  East  St.  Louis  Schools.  The  directions  given  in 
the  manual,  to  teachers,  for  the  practice  in  mastering  the 
method,  and  for  teaching  it  to  others  are  excellent,  and  are 
to  be  unreservedly  observed.  No  teacher  can  teach  well 
that  which  she  has  not  mastered.  The  writing  of  teachers, 
seen  by  children,  should  show  a  mastery  of  the  forms  and 
movement  exemplified  in  the  text  adopted  by  the  Board  of 
Education. 

In  the  first  and  second  grades,  Mr.  Lister’s  “Writing 
Lessons  for  Primary  Grades”  is  used.  The  “Teachers’ 
Guide”  for  using  this  book  is  very  helpful  and  should  be 
closely  followed.  Beginning  with  third  grade  the  manual 
is  used,  and  work  with  pen  and  ink  introduced.  First  and 
second  grades  use  a  very  soft  lead  pencil,  for  all  seat  writing. 
In  these  two  grades  unsupervised  seat  writing  defeats  the 
purpose  of  the  daily  lesson,  and  should  not  be  permitted. 
Letter  and  figure  forms  are  taught  at  blackboard,  with  such 
capitals  as  are  required  for  names  and  short  sentences.  A 
daily  period  of  not  less  than  fifteen  minutes  for  seat  writing, 
for  first  and  second  grades,  and  a  minimum  of  twenty  min- 


FOR  GRADE  CLASSES 


51 


utes  for  other  grades,  is  required.  All  written  work  in  all 
grades  is  to  be  done  with  muscular  movement. 

GRADE  ONE — ONE. 

After  a  period  of  practice,  not  longer  than  six  weeks, 
in  correct  position  and  rhythmic  relaxation  exercises,  with¬ 
out  pencil  or  paper,  begin  work  on  paper  as  directed  in 
“Writing  Lessons  for  Primary  Grades.”  Keep  a  well-sharp¬ 
ened  set  of  Eagle  No.  314  pencils  for  writing  only.  Much 
blackboard  work  is  given  for  form  study.  No  slow  drawing 
of  letter  or  figure  forms  is  permitted.  Speed  and  slant  are 
emphasized.  The  term’s  work  is  from  page  8  to  and  in¬ 
cluding  page  22. 

GRADE  ONE — TWO. 

“Writing  Lessons  for  Primary  Grades” — pages  23-50, 
with  daily  movement  drills  and  much  blackboard  work. 
Slant  and  speed  are  important.  Pencil-holding,  paper¬ 
placing  and  correct  body  position  are  emphasized.  Much 
blackboard  work  and  no  unsupervised  seat  writing  is  given. 

GRADE  TWO— ONE. 

“Writing  Lessons  for  Primary  Grades” — pages  50-72, 
with  daily  movement  and  relaxation  drills,  and  much  black¬ 
board  writing.  Speed  of  writing  must  be  fairly  rapid,  and 
uniformity  in  slant  emphasized. 

GRADE  TWO— TWO. 

Review  and  prepare  work  from  “Writing  Lessons  for 
Primary  Grades” — pages  28,  32,  38,  46,  51,  53,  72.  Six 
pages  per  month  in  review  is  good  progress.  Much  black¬ 
board  work  is  given  for  form  study.  Slant  and  speed  are 
emphasized.  Daily  movement  drills  for  practice  are  given. 

GRADE  THREE— ONE. 

Manual — Drills  1-12. 

Emphasize : 

1.  Correct  position  of  body,  arms,  hands. 

2.  Correct  pen-holding  and  paper  placing.' 

3.  Standard  speed,  uniform  slant. 

4.  Accuracy  and  neatness  in  all  writing. 


52 


DETAILED  COURSE  OF  STUDY 


GRADE  THREE — TWO. 

Manual — Drills  13-25. 

Emphasize : 

1.  Correct  position  of  body,  arms,  hands. 

2.  Correct  pen-holding  and  paper  placing. 

3.  Standard  speed — uniform  slant. 

4.  Accuracy  and  neatness  and  muscular  movement  in 
all  writing. 

GRADE  FOUR— ONE. 

Manual — Drills  26-40. 

Emphasize : 

1.  Correct  writing  position. 

2.  Accuracy  in  letter  and  figure  forms. 

3.  Standard  speed  and  light  pen  stroke. 

4.  Uniform  slant  and  size  of  letters. 

GRADE  FOUR— TWO. 

Manual — Drills  41-60. 

Emphasize : 

1.  Correct  writing  position. 

2.  Accuracy  in  letter  and  figure  forms. 

3.  Standard  speed  and  light  pen  stroke. 

4.  Uniform  slant  and  size  of  letters. 

GRADE  FIVE— ONE. 

Manual — Drills  61-80. 

Emphasize : 

1.  Correct  writing  position. 

Correct  letter  and  figure  forms. 

Unity  in  height  of  letters. 

Standard  speed  and  uniform  spacing  of  letters  and 


2. 

3. 

4. 

words. 


GRADE  FIVE— TWO. 


Manual — Drills  81-100. 

Emphasize : 

1.  Correct  writing  position. 

2.  Correct  letter  and  figure  forms. 

3.  Unity  in  height  of  letters. 

4.  Standard  speed  and  uniform  spacing  of  letters  and 
words. 


FOR  GRADE  CLASSES 


53 


GRADE  SIX— ONE. 

Manual — Drills  101-120. 

Emphasize : 

1.  Correct  writing  position. 

2.  Commercial  speed  by  count  and  dictation. 

3.  Accurate  forms — neatness  in  arrangement. 

4.  Uniformity  in  height,  slant  and  spacing. 

GRADE  SIX— TWO. 

Manual- — Drils  121-135. 

Emphasize : 

1.  Correct  writing  position. 

2.  Commercial  speed  by  count  and  dictation. 

3.  Accurate  forms — neatness  in  arrangement. 

4.  Uniformity  in  height,  slant  and  spacing. 

GRADE  SEVEN— ONE. 

Manual — Drills  136-154. 

Emphasize : 

1.  Correct  writing  position. 

2.  Page  writing  and  figure  making  at  commercial 
speed. 

3.  Care  in  connective  strokes,  in  spacing,  and  uniform 
height  of  similar  letters. 

GRADE  SEVEN— TWO. 

Manual— Drills  155-172. 

1.  Correct  writing  position. 

2.  Page  writing  and  figure  making  at  commercial 
speed. 

3.  Care  and  accuracy  in  connective  strokes,  in 
spacing,  and  uniformity  in  height  of  similar  letters. 

GRADE  EIGHT. 

Complete  and  review  entire  manual.  Pupils  must  re¬ 
write  all  exercises  in  manual,  adding  pages  29,  52,  61,  91, 
92,  93.  Business  and  letter  forms  and  figures  should  re¬ 
ceive  necessary  attention  in  this  grade.  A  satisfactory 
writing  of  these  drills  entitles  pupils  of  this  grade  to  regis¬ 
ter  for  a  certificate  of  proficiency. 


54 


DETAILED  COURSE  OF  STUDY 


DETAILED  COURSE  OF  STUDY  FOR 
GRADE  CLASSES  IN  LANGUAGE 
AND  GRAMMAR 

Many  adults  are  fully  cognizant  of  the  fact  that  they 
did  not  receive  proper  returns  from  the  time  spent  in 
school  during  the  Language,  Grammar,  Dictation  and  Com¬ 
position  periods.  Perhaps  in  no  other  lines  of  school  work 
did  they  receive  so  little  from  a  given  amount  of  expended 
energy.  No  doubt  from  this  source  alone,  many  adults, 
when  revivifying  school  experiences,  have  the  joy  of  their 
school  days  considerably  minimized. 

In  this  work  particularly,  as  well  as  in  all  other  school 
work,  the  teacher  must  keep  constantly  in  mind  that 
sources  from  which  she  attempts  to  draw  must  first  be 
filled.  There  must  be  a  consciousness  on  the  part  of  the 
pupil  that  he  is  alive  mentally;  that  the  work  in  which  he 
is  engaged  has  a  distinct  value  and  has  a  definite  connection 
with  some  preceding  work;  that  he  has  mastered  this  pre¬ 
ceding  work,  and  that  the  work  he  is  now  doing  is  based 
upon  that  work  and  is  a  preparation  for  some  succeeding 
work;  that  there  is  a  continuity  in  the  program  and  that 
he  fully  realizes  where  and  why  connections  are  made. 

Any  pupil  who  loses  his  identity  in  this  work,  and 
moves  along  with  the  current,  following  blindly  as  best  he 
can  the  directions  of  the  teacher,  failing  to  realize  through 
his  own  mental  powers,  the  reasons  underlying  any  declara¬ 
tions  made  or  directions  given — this  pupil  will  approach 
with  dread  the  recitation  period,  and  rejoice  when  it  is  con¬ 
cluded. 

Pupils  must  have  a  consciousness  of  increased  power 
resulting  from  a  given  mental  operation,  or  there  will  be  a 
decreased  interest.  They  will  not  of  their  own  volition, 
neither  through  fear  nor  force  continue  indefinitely  any 
operation  from  which  they  do  not  realize  returns.  ’Tis 
well ;  otherwise  the  human  race  would  deteriorate. 


FOR  GRADE  CLASSES 


55 


This  Course  in  Language  and  Grammar  is  prepared 
with  the  hope  that  it  may  assist  in  developing  the  mentality 
of  the  boys  and  girls,  and  increase  their  social  and  business 
efficiency;  that  the  subject  matter  may  be  presented  in  a 
logical  order;  that  the  subject  may  increase  in  favor,  and 
that  the  pupils  may  be  fully  conscious  of  their  environment 
as  they  journey  along  the  way. 

COURSE  IN  LANGUAGE  AND  GRAMMAR. 

LANGUAGE— FIRST  AND  SECOND  GRADES. 

For  the  First  and  Second  Grades  Language  Work  de¬ 
pends  upon  a  skillful,  inventive,  sympathetic  teacher,  rather 
than  on  text-books. 

Language,  Composition,  Literature  and  Reading  in 
these  grades  are  inextricably  bound  together.  One  of  the 
most  effective  means  of  gaining  power  in  expression  is  the 
study  of  the  best  prose  and  poetry  and  the  memorizing  of 
selected  passages.  Much  reading  of  easy  subject-matter, 
giving  the  child  a  wealth  of  experiences  and  developing  the 
habit  of  free  and  spontaneous  expression,  is  far  superior  to 
the  labored  study  of  detail  in  reading. 

Emphasis  should  be  laid  upon  the  formation  of  habits 
of  correct  forms  of  speech.  Correction  of  errors  is  a  slow 
process  and  requires  patient,  persistent  effort.  Mistakes 
common  to  our  part'  of  the  country  should  receive  special 
attention.  In  written  work,  only  a  few  errors  should  be 
attacked  at  one  time;  over-correction  is  discouraging. 

Relating  common  experiences  of  the  home  and  school, 
story-telling,  oral  reproduction  of  stories  told  or  read,  mem¬ 
orizing  selected  prose  and  poetry,  dramatization  of  stories 
thoroughly  understood,  the  playing  of  simple  games  and  the 
writing  of  easy  sentences,  copied,  dictated  or  original,  based 
upon  the  reading  lesson  or  stories  already  told  should  form 
the  subject  matter  of  First  and  Second  Year  Language. 

LANGUAGE— THIRD  AND  FOURTH  GRADES. 

The  Language  of  the  child  is  that  of  habits.  He  can¬ 
not  understand  the  application  of  a  law,  consequently  cor¬ 
rect  expression  and  not  grammatical  construction  is  the  end 
to  be  attained  in  all  lower  grade  work. 


56 


DETAILED  COURSE  OF  STUDY 


Language  lessons  should  make  the  child  see,  hear,  and 
think  before  he  attempts  to  express.  There  must  be  some¬ 
thing  in  the  mind  to  express  before  expression  is  possible. 

In  the  selection  and  preparation  of  language  exercises, 
mind  activity,  information,  continuity  of  thought  and  facil¬ 
ity  of  expression  should  be  kept  constantly  in  mind. 

Probably  the  most  effective  means  of  teaching  lan¬ 
guage  is  through  the  reading  lesson  and  literature.  Much 
reading  of  easy  subject-matter,  giving  the  child  a  wealth 
of  experience  and  developing  the  habit  of  free  and  spon¬ 
taneous  expression,  is  far  superior  to  the  labored  study  of 
detail  in  reading  so  common  in  many  schools. 

Oral  reproduction,  story-telling,  dramatization,  memor¬ 
izing  gems  of  poetry,  relating  common  experiences,  selec¬ 
tions  read  by  the  teacher,  myths,  fables,  etc.,  significant 
facts  connected  with  special  days  should  constitute  the 
main  body  of  subject-matter  for  language  exercises. 

Special  exercises  for  correcting  the  common  errors  of 
speech  and  reducing  to  habit  the  correct  forms  of  compo¬ 
sition  should  be  an  important  part  of  all  continued  effort  at 
language  training. 

The  foundation  for  technical  grammar  may  well  be  laid 
in  the  earlier  grades  by  noting  the  use  of  the  different  kind 
of  sentences  and  determining  in  reply  to  questions  the  use 
of  words  as  the  chief  parts  and  modifiers  in  a  short  sen¬ 
tence. 

GRAMMAR— FIFTH,  SIXTH,  SEVENTH  AND  EIGHTH 

GRADES. 

The  chief  aim  in  the  study  of  Grammar  as  distinguished 
from  the  study  of  Language  is  to  develop  the  power  of  in¬ 
terpretation  ;  to  determine  precisely  what  a  sentence  means. 
This  power  comes  through  the  analysis  of  the  thought  of 
the  sentence. 

Grammar  is  not  memorizing  definitions,  grammatical 
forms,  etc.,  except  in  so  far  as  they  aid  in  discovering  the 
correct  meaning.  The  function  of  Grammar  is  to  determine 
the  work  of  related  words,  phrases  and  clauses  as  the  ex¬ 
pression  and  modifiers  of  thought.  The  thoughts — not 
words — should  be  uppermost  in  the  mind  of  the  teacher  in 
the  study  of  Grammar. 


FOR  GRADE  CLASSES 


57 


Grammar  is  to  be  studied  not  as  an  end  but  as  a  means 
of  interpreting  the  thought  of  a  sentence. 

The  sentence  is  the  unit  of  thought  and  should  be  rec¬ 
ognized  : 

1.  As  a  whole. 

2.  Its  Constituent  Parts. 

(a)  Independent  Clause. 

(b)  Dependent  Clause  or  Clauses  as  Modifiers. 

(c)  Phrases  as  Modifiers. 

(d)  Words  as  Modifiers. 

(e)  Words — as  Parts  of  Speech. 

DICTATION. 

Dictation  is  a  part  of  Composition.  The  teacher  must 
differentiate  between  the  thought  and  its  expression,  and 
the  purely  mechanical  side  of  written  composition  work. 
The  thought  and  its  oral  expression  must  precede  the  writ¬ 
ten  expression,  with  its  complications  of  spelling,  punctu¬ 
ation,  capitalization  and  the  like.  Given  the  thought,  the 
vocabulary  to  enable  him  to  express  the  thought,  and  the 
ability  to  reduce  such  expression  to  writing,  the  child  has 
the  tools  for  real  composition  work.  In  addition  to  these 
three  essentials  he  needs  a  standard,  a  choice  model  by 
which  he  can  measure  the  results  of  his  efforts. 

The  copying,  and  later  the  writing  from  dictation,  of 
choice  sentences,  paragraphs  and  stanzas  are  of  great  value. 
Besides  the  influence  of  such  work  upon  the  child’s  own 
written  expression  there  is  much  educational  value  in  the 
training  to  transcribe  correctly  from  the  printed  page. 

The  definite  aims  are : 

1.  To  enable  the  child  to  reproduce  correctly  on  paper, 
sentences  spoken  by  another. 

2.  To  test  the  child’s  ability  to  spell,  punctuate,  capi¬ 
talize  and  arrange  such  sentences. 

3.  To  develop  mental  alertness  in  the  child. 

4.  To  familiarize  the  child  with  social  and  business 
forms. 

5.  To  introduce  the  child  to  choice  and  valuable  bits 
of  literature. 

6.  To  instill  into  the  child’s  mind  some  moral  truth. 


58 


DETAILED  COURSE  OF  STUDY 


MEANS. 

The  means  employed  to  carry  out  these  aims  is  solely 
a  matter  of  choice  of  selections  made.  They  must  not  be 
taken  at  random  but  each  must  be  chosen  with  a  purpose, 
each  should  have  a  two-fold  value,  (a)  value  in  itself  and 
(b)  its  value  in  relation  to  what  the  child  already  knows 
and  what  he  is  to  learn.  The  selections  should  be  short, 
a  few  words — a  short  sentence  in  the  early  grades  and  in¬ 
crease  in  difficulty  up  to  the  higher  grades  where  the  exer¬ 
cises  should  not  contain  more  than  a  dozen  lines.  Where 
possible  the  exercises  should  be  studied  from  the  printed 
page  before  given  in  dictation.  Teach  one  thing  today,  an¬ 
other  tomorrow.  Do  not  try  to  teach  everything  at  once; 
if  you  do  the  inevitable  result  of  teaching  nothing  will  fol¬ 
low.  Drill  upon  the  point  to  be  taught  until  it  becomes  sec¬ 
ond  nature,  a  fixed  habit  of  the  child  to  do  the  thing  right. 

PUNCTUATION. 

The  designation  of  certain  elements  of  punctuation  for 
certain  grades  is  not  intended  to  prescribe  formal  lessons, 
but  to  indicate  certain  things  which  pupils  should  know  by 
the  end  of  certain  grades.  Pupils  will  probably  know  many 
of  them  before  the  time  indicated,  but  the  teacher  should 
ascertain  definitely  whether  they  do  know  them  within  the 
time  prescribed. 

The  teaching  in  the  first  three  grades  should  be  based 
on  imitation  and  association.  In  the  fourth  and  fifth  grades 
definite  statements  of  the  reasons  for  the  use  of  certain 
marks  may  be  expected  and  such  statements  should  be  ap¬ 
pealed  to  as  standards  of  use  in  written  work.  In  sixth, 
seventh  and  eighth  grades  a  compact  body  of  the  rules  of 
punctuation  should  be  taught. 

The  correction  and  discussion  of  the  regular  written 
exercises  of  school  work  will  give  sufficient  material  for  in¬ 
struction  in  this  subject  especially  when  re-enforced  by 
specific  instruction  in  connection  with  Composition  and  Dic¬ 
tation  wtih  abundant  short-sentence  illustration. 


FOR  GRADE  CLASSES 


59 


FIRST  GRADE. 

I.  SPOKEN  ENGLISH: 

1.  Spontaneous  self-expression  to  be  secured  through: 

(a)  Conversation  about — 

1.  The  child's  personal  experiences;  home,  pets, 
games  and  natural  phenomena. 

2.  School  and  school  activities. 

(b)  Oral  Composition.  Sources:  stories,  myths,  poems 
read  or  told,  pictures. 

Stories  to  be  Learned  and  Told : 

Grade  1-1. 

1.  Chicken  Little. 

2.  Little  Red  Hen. 

3.  The  Three  Bears. 

4.  The  Three  Pigs. 

5.  The  Gingerbread  Boy. 

Grade  1-2. 

1.  Little  Red  Riding  Hood. 

2.  The  First  Thanksgiving  in  America. 

3.  Christmas  in  our  own  country. 

4.  The  House  That  Jack  Built. 

5.  Birthdays  of  Lincoln  and  Washington. 

1.  Re-telling  stories  under  (b). 

2.  Telling  stories  read  or  told. 

(c)  Dramatization  of  stories  under  (b)  above. 

2.  Cultivation  of  language  sense  through: 

(a)  Imitation  of  correct  speech. 

(b)  Memorization  of  selections.  (See  memory  list). 

(c)  Stories  read  by  teacher. 

3.  Correct  habits  of  speech  established  through: 

(a)  Imitation. 

(b)  Repetition. 

1.  Games  and  drills  for  correction  of  errors  of  speech. 
Test  for  Special  Drill. 

Good  morning. 

Good  bye. 

I  thank  you,  not  ‘‘thanks.” 


60 


DETAILED  COURSE  OF  STUDY 


If  you  please. 

Yes,  Miss . . 

Am,  is,  was,  were — with  all  persons  for  subject; 
emphasis  on  you  were,  am  not,  never  “ain’t,” 
It  is  I,  he,  she — not  it  is  me,  him,  her. 

Parts  of  the  following  verbs: 

See,  saw,  has  or  have  seen. 

Do,  did,  has  or  have  done. 

Have,  has,  has  or  have  had. 

Run,  ran,  has  or  have  run. 

Fly,  flew,  has  or  have  flown. 

Bring,  brought,  has  or  have  brought. 

SELECTIONS  FOR  MEMORIZING. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  done.  Teach  others  of  your  own  choice. 

For  the  first  year  and  the  first  half  of  the  second  year, 
the  Mother  Goose  Rhymes  are  found  in  Welch’s  Mother 
Goose  Nursery  Rhymes,  D.  C.  Heath  and  Co.,  all 
other  selections  are  found  in  Tree-top  and  Meadow  or  Child’s 
Garden  of  Verse. 

GRADE  ONE-ONE. 

1.  Mother  Goose — London  Bridge,  Humpty  Dumpty,  This 
the  Way  We  Wash  our  Clothes,  Pease  Porridge  Hot. 
Poems:  Duty  of  Children  (C.  G.  V.),  Time  to  Rise 

(C.  G.  V.). 

2.  Mother  Goose — Old  King  Cole,  One,  Two,  Buckle  My 
Shoe,  If  Wishes  Were  Horses,  Birds  of  a  Feather. 
Poems:  My  shadow — T.  &  M. — page  82. 

3.  Mother  Goose — Pussycat,  Pussycat,  I  Love  Little  Pus¬ 
sy,  Little  Boy  Blue,  Little  Bopeep. 

Poems:  The  Seed  (T.  &  M.)  page  110. 

4.  Mother  Goose — This  Little  Pig  Went  to  Market,  Mis¬ 
tress  Mary,  Quite  Contrary,  Ding  Dong  Bell,  Pussy’s  in 
the  Well,  Hushaby e  Baby  in  the  Treetop. 

Poems:  Daisies  (T.  &  M.)  page  114. 

5.  Mother  Goose — Sing  a  Song  of  Sixpence,  Baa,  Baa 
Black  Sheep,  Three  Little  Kittens,  The  Old  Woman  Who 
Lived  in  a  Shoe. 

Poems :  The  Chickens  (T.  &  M.)  page  122. 


FOR  GRADE  CLASSES 


61 


GRADE  ONE— TWO. 

1.  Mother  Goose — Little  Miss  Muffet,  Babes  in  the  Woods, 
When  I  was  a  Bachelor,  Diddle,  Diddle,  Dumpling. 
Poems:  The  Cow  (T.  &  M.)  page  86. 

2.  Mother  Goose — There  Was  a  Little  Girl,  She  had  a  Lit¬ 
tle  Curl;  There  was  an  Old  Woman  Who  Lived  Under 
the  Hill;  Little  Jack  Horner,  Curly  Locks. 

Poems:  I  thank  Thee  (T.  &  M.)  page  66. 

3.  Mother  Goose — Old  Mother  Hubbard ;  Pat  a  Cake ;  This 
the  Way  the  Ladies  Ride ;  Bye,  Bye  Baby  Bunting. 
Poems:  November — page  20.  Jack  Frost — page  28. 

4.  Mother  Goose — Robin  Redbreast  and  Pussy  Cat;  Hick¬ 
ory,  Dickory  Dock;  I  had  a  Little  Pony;  A  Cat  Came 
Fiddling  Out  of  a  Barn. 

Poems:  Christmas  Song — page  42  (Field),  Kind 
Hearts — page  63  (T.  &  M.) . 

5.  Mother  Goose — Sing,  Sing  What  Shall  I  Sing ;  As  I  was 
going  to  St.  Ives;  Simple  Simon. 

Poems:  The  Sweet  Red  Rose  (T.  &  M.)  page  130. 

II.  WRITTEN  ENGLISH. 

1.  Re- telling  stories  by  building  sentences  with  word  cards. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Imitation  of  good  models;  limited  to  copying  single 
sentences  of  good  form. 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship;  early  written  words  as  wholes. 

(b)  Arrangement  of  words  in  sentences. 

(c)  Capitals:  I,  pupil’s  name;  beginning  of  sentence. 

(d)  Punctuation :  Period  and  interrogation  point  at  end 
of  sentence. 

SECOND  GRADE. 

I.  SPOKEN  ENGLISH. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Conversation  about — 

1.  The  child’s  personal  experiences;  home,  pets, 
games  and  natural  phenomena. 

2.  School  and  school  activities. 


62 


DETAILED  COURSE  OF  STUDY 


(b)  Oral  composition.  Sources:  stories;  myths;  fables; 
poems ;  pictures. 

Stories  to  be  Learned  and  Told  : 

Grade  2-1. 

1.  The  Three  Pigs. 

2.  Lucky  Hans. 

3.  The  Hare  and  the  Tortoise. 

4.  The  Boy  Who  Cried  “Wolf.” 

5.  The  Wind  and  the  Sun. 

Grade  2-2. 

1.  The  Fairy  Shoemaker. 

2.  The  Old  Woman  Who  Became  a  Woodpecker. 

3.  The  Lad  Who  Went  to  the  North  Wind. 

4.  The  Bell  of  Atre. 

5.  The  Ant  and  the  Grasshopper. 

Our  First  Thanksgiving. 

Christmas  in  America. 

Stories  of  Lincoln  and  Washington. 

1.  Retelling  stories  under  (b)  above. 

2.  Telling  stories  read  or  told. 

(c)  Dramatization  of  stories  under  (b)  above. 

2.  Cultivation  of  language  sense  through  : 

(a)  Conscious  imitation  of  correct  speech. 

(b)  Memorization  of  selections  (see  memory  list). 

(c)  Stories  read  by  teacher. 

3.  Correct  habits  of  speech  established  through — 

(a)  Imitation,  (b)  Repetition. 

1.  Games  and  drills  for  correction  of  errors  of  speech. 
List  for  Special  Drill  : 

Pardon  me.  Excuse  me. 

You,  never  “youse.” 

Can  and  may. 

Parts  of  the  following  verbs: 

Give,  gave,  has  or  have  given. 

Eat,  ate,  has  or  have  eaten. 

Go,  went,  has  or  have  gone. 

Come,  came,  has  or  have  come. 

Blow,  blew,  has  or  have  blown. 

Speak,  spoke,  has  or  have  spoken. 


FOR  GRADE  CLASSES 


63 


Ride,  rode,  has  or  have  ridden. 

Catch,  caught,  has  or  have  caught. 

Forget,  forgot,  has  or  have  forgotten. 

Buy,  bought,  has  or  have  bought. 

Grow,  grew,  has  or  have  grown. 

Write,  wrote,  has  or  have  written. 

SELECTIONS  FOR  MEMORIZING. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  done.  Teach  others  of  your  own  choice. 

For  the  first  year  and  the  first  half  of  the  second  year, 
the  Mother  Goose  Rhymes  are  found  in  Welch's  Mother 
Goose  Nursery  Rhymes,  D.  C.  Heath  &  Co.,  all  other  selec¬ 
tions  for  these  years  are  found  in  Tree-top  and  Meadow  or 
“Child’s  Garden  of  Verse.” 

GRADE  TWO— -ONE. 

1.  September.  Land  of  Counterpane. 

2.  Frogs  at  School  (p.  148).  The  Song  of  the  Lillies  (p. 
103). 

3.  The  Flag  Goes  By  (p.  81).  Hiawatha’s  Childhood 
(P.  74). 

4.  Hang  Up  Baby’s  Stocking  (p.  35).  Christmas  Song 
(P.  42). 

5.  The  Night  Workman  (p.  45).  Little  by  Little  (p.  80). 

TWO— TWO. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Primary  Second  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

1.  Come  Little  Leaves — 122. 

2.  Twinkle,  Twinkle,  Little  Star — 14. 

What  Lights  the  Stars  at  Night? — 15. 

3.  My  Shadow — 27. 

Daisies — 153. 

4.  Who  Has  Seen  the  Wind? — 121. 

The  Flag — 145. 

5.  The  Rainbow — 151. 

Bed  in  Summer — 31. 


64 


DETAILED  COURSE  OF  STUDY 


II.  WRITTEN  ENGLISH. 

1.  Orderly  self-expression  to  be  secured  through — 

(a)  Composition:  Limited  to  a  few  simple  sentences  about 
a  single  subject. 

(b)  Dictation :  Simple  sentences  embodying  technicalities 
under  “3”  below. 

2.  Cultivation  of  language  sense. 

(a)  Imitation  of  good  models,  limited  to  single  sentences 
of  good  form. 

(b)  Memorization:  Copying  parts  of  selections  learned. 
(See  memory  list). 

3.  Training  in  technicalities  of  written  work. 

(a)  Penmanship:  Short  easily  written  sentences. 

(b)  Arrangement:  Margin  on  Left. 

(c)  Capitals :  Names  of  persons ;  East  St.  Louis  and  other 
places;  streets;  months;  days. 

(d)  Punctuation :  Period  after  abbreviations  learned. 

(e)  Abbreviations:  Mr.,  Mrs.,  St.,  Ave. 

THIRD  GRADE. 

I.  SPOKEN  ENGLISH. 

Time :  One  period  a  week. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Conversation  about — 

1.  The  child’s  personal  experiences;  home;  pets; 
games ;  gardens  and  natural  phenomena. 

2.  School  and  school  activities. 

(b)  Oral  Composition.  Sources:  stories;  myths,  fables, 
poems,  pictures,  observation  and  experiences. 

Stories  to  be  Learned  and  Told: 

Grade  3-1. 

1.  The  Fox  and  the  Crow.  The  Miser. 

2.  The  Simpleton  (Dramatization). 

3.  Ulysses  and  the  Bag  of  Winds. 

4.  A  Little  Lad  of  Long  Ago. 

5.  Joseph,  the  Ruler. 

Grade  3-2. 

1.  Old  Horses  Know  Best. 


FOR  GRADE  CLASSES 


65 


David,  The  Singer. 

2.  Brother  Fox’s  Tar  Baby  (Dramatization). 

3.  Columbus  and  His  Son,  Diego. 

4.  Gretchen’s  Christmas. 

5.  Cindrelia. 

1.  Re-telling  stories  of  history  and  geography. 

2.  Narration  of  daily  experiences;  original  story-tel¬ 
ling  based  on  imagination. 

(c)  Dramatization  of  two  or  more  stories  each  term  under 
“b”  above. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Conscious  imitation  of  correct  speech. 

(b)  Memorization  of  selections.  (See  memory  list) . 

(c)  Oral  reading:  Conscious  effort  in  expression  to  give 
the  thought  of  the  printed  page  to  hearers. 

3.  Correct  habits  of  speech  established  through — 

(a)  Imitation,  (b)  Repetition. 

1.  Drills  for  correction  of  errors  of  speech. 

List  for  Special  Drill: 

Their  and  there. 

There  is,  there  are,  there  was,  there  were. 

There  are,  not  “they  are.” 

Personal  pronouns  (order  and  case  forms),  e.  g. 

“She  told  him  and  me.” 

It  was  he  who  told  me. 

To,  too,  two. 

Learn  and  teach. 

Between  and  among. 

As  soon  as;  as  far  as. 

Beside,  not  “side  of.” 

Ring,  rang,  rung. 

Sing,  sang,  sung. 

Drown,  drowned,  drowned  (pronunciation). 

Break,  broke,  broken. 

Write,  wrote,  written. 

II.  TEXT  BOOK  ASSIGNMENT.  . 

Introductory  Language  Work — Reed. 

Lessons  1  to  40  inclusive. 


66 


DETAILED  COURSE  OF  STUDY 


THREE— ONE. 

Time:  Three  periods  a  week. 

September — February. 

1.  Dictated  and  original  sentences,  showing  how  state¬ 
ments,  questions,  commands  and  exclamations  are  writ¬ 
ten. 

Use  of  capitals,  periods,  question  mark  and  exclamation 
mark. 

How  to  write  “I”  and  use  the  hyphen  and  apostrophe. 
Joining  related  sentences. 

How  to  make  a  paragraph. 

October — March. 

2.  Examining  the  sentence  to  find  what  words  do. 
Statements — chief  words — names. 

Names — capitals. 

Studying  related  sentences — chief  words  and  their 
helpers. 

Words  that  take  the  place  of  names. 

Statements  changed  to  questions. 

Uses  of  shall  and  will  with  I. 

November — April. 

3.  Different  kinds  of  sentences. 

Name  of  one  addressed — comma  or  commas. 

Word  “0” — capital. 

Composition,  joining  related  ideas. 

Uses  of  He,  She  and  It. 

December — May. 

4.  Writing  names — Titles — Abbreviations. 

The  sentence — Chief  parts — Subject  and  Verb. 

Names — Addresses. 

Names — days  of  week,  months,  abbreviations ;  seasons. 
Names — Dates. 


FOR  GRADE  CLASSES 


67 


January — June. 

5.  Letter- Writing. 

Review — A  Gathering  Up. 

SELECTIONS  FOR  MEMORIZING. 

THREE — ONE. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Primary  Third  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  The  Shell — 216,  or  Fairy  Folk — 36. 

October.  Suppose — 109,  or  Which  Loved  Best?— 93. 
November.  Robin  Redbreast — 214,  or  Fairy  Land — 247. 
December.  Which  Wind  is  Best? — 114,  or  'The  Raindrop’s 
Ride— 217. 

January.  Signs  of  the  Seasons — 223,  or  Vacation — 270. 
February.  Fairy  Folk — 36,  or  The  Shell — 216. 

March.  Which  Loved  Best? — 93,  or  Suppose — 109. 

April.  Fairy  Land — 247,  or  Robin  Redbreast — 214. 

May.  The  Raindrop’s  Ride — 217,  or  Which  Wind  is  Best? 
—114. 

June.  Vacation — 270,  or  Signs  of  the  Seasons — 223. 

THREE— TWO. 

Lessons:  41  to  80  inclusive. 

September — February. 

1.  Studying  sentences  to  find  chief  names  and  their  verbs 
— adding  “s.” 

Chief  names  and  their  verbs— Is  and  Are. 

Chief  names  and  their  verbs — Was  and  Were. 
Questions  and  exclamations — position  of  verb. 

Dictated  and  original  sentences  showing  above  uses. 

October — N  o  vember . 

2.  Studying  Related  Sentences — Using  chief  i>arts  cor¬ 
rectly. 

Putting  sentences  together — The  Paragraph. 


68 


DETAILED  COURSE  OF  STUDY 


Composition — joining  related  ideas. 

Use  of  Have,  Has,  Do  and  Does. 

Using  verbs  with  I  and  You. 

Contractions — Isn’t,  Aren’t,  Doesn’t,  Don’t,  etc. 
Dictated  and  original  sentences  showing  above  uses. 

November — April. 

3.  Putting  sentences  together — Commas  with  connected 
words. 

Names  changed  to  mean  more  than  one. 

Names  changed  to  show  Possession — one  and  more 
than  one. 

How  to  show  possession — Its,  Hers,  Ours,  etc. 

Dictated  and  Original  sentences  showing  above  uses. 

December— May. 

4.  Quotations — Direct,  Undivided. 

General  Exercises  showing  Possession,  Use  of  Comma, 
Quotation  Marks,  Period,  Question  and  Exclamation 
Marks. 

Dictated  and  original  sentences  showing  above  uses. 
January— June. 

5.  Quotations  Divided. 

Copy  Fable  Exercise— Quotations. 

Studying  Sentences — Agreement  of  Chief  Parts. 
Addresses — Dates — Names — Titles. 

Letters — copies,  dictated  and  original. 

Review — A  Gathering  Up. 

SELECTIONS  FOR  MEMORIZING. 

THREE— TWO. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Primary  Third  Reader,  and  are  intended  to  correlate 
with  the  work  in  Reading. 

September.  The  Shell — 216,  or  Fairy  Folk — 36. 

October.  Suppose — 109,  or  Which  Loved  Best — 93. 
November.  Robin  Redbreast — 214,  or  Fairy  Land — 247. 


FOR  GRADE  CLASSES 


69 


December.  Which  Wind  is  Best? — 114,  or  The  Raindrop’s 
Ride — 217. 

January.  Signs  of  the  Seasons — 223,  or  Vacation — 270. 
February.  Fairy  Folk — 36,  or  The  Shell — 216. 

March.  Which  Loved  Best? — 93,  or  Suppose — 109. 

April.  Fairy  Land — 247,  or  Robin  Redbreast — 214. 

May.  The  Raindrop’s  Ride — 217,  or  Which  Wind  is  Best? 
—114. 

June.  Vacation — 270,  or  Signs  of  the  Seasons — 223. 
THIRD  GRADE. 

III.  WRITTEN  ENGLISH. 

Time :  One  period  a  week. 

1.  Orderly  self-expression  to  be  secured  through — 

(a)  Composition.  Paragraph  grouping  of  sentences. 

(b)  Dictation:  Sentences,  paragraphs  and  stanzas  em¬ 
bodying  technicalities  under  “3”  below. 

2.  Cultivation  of  language  sense  through — 

(a)  Conscious  imitation  of  model  sentences  and  para¬ 
graphs. 

(b)  Memorization  (Three-two)  writing  from  memory 
short  selections  learned. 

3.  Training  in  technicalities  of  written  work  though — 

(a)  Penmanship — short  sentences. 

(b)  Arrangement — Margin:  indentation. 

(c)  Capitals:  Beginning  line  of  poetry;  titles;  dates; 
initials;  Ill. 

(d)  Punctuation:  Exclamation  point;  comma  in  dates 
and  after  names  used  in  addresses;  apostrophe;  ini¬ 
tials. 

(e)  Abbreviations:  Ill.;  initials;  titles,  Supt.,  Prin. 

FOURTH  GRADE. 

I.  SPOKEN  ENGLISH. 

Time :  One  period  a  week. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  lessons :  Familiar  subjects  now  afford  oppor- 


70 


DETAILED  COURSE  OF  STUDY 


tunities  for  expression  of  opinion  and  contributions 
of  information  which  should  encourage  the  free  and 
natural  use  of  language. 

(b)  Oral  composition.  Sources:  Literature;  history; 
geography;  nature;  experience;  and  pictures. 

List  of  Stories  to  be  Learned  and  Told. 

Grade  4-1. 

1.  A  Glimpse  of  Washington. 

2.  A.  Lincoln  as  Postmaster. 

3.  The  First  Thanksgiving  (Dramatization). 

4.  The  Wise  Jackal. 

5.  Roland’s  Boyhood. 

Grade  4-2. 

1.  The  Foolish  Jackal. 

2.  Mishook’s  New  Home. 

3.  The  Fish  I  Didn’t  Catch. 

4.  Christmas  Fairy  and  Scrooge.  Act  I.  (Dra¬ 
matization). 

5.  Proverbs,  Poor  Richard’s  Almanac.- 

1.  Re-telling  stories  from  history;  geography. 

2.  Narration  of  unusual  events ;  original  story-telling 
and  description  of  nature  observations. 

3.  Letter-writing :  Study  form  and  content  of 
friendly  letters. 

(c)  Dramatization:  Worked  out  by  groups  of  pupils. 

Select  list  from  “b”  above. 

2.  Cultivation  of  language  sense  through — 

(a)  Conscious  imitation  of  correct  speech. 

(b)  Memorization  of  chosen  selections.  (See  memory 
list) . 

(c)  Oral  reading:  Give  opportunity  to  choose  between 
selections  and  to  decide  upon  portions  most  pleasing 
to  them:  Thought-giving  made  a  test  of  thought¬ 
getting. 

3.  Correct  habits  of  speech  established  through — 

(a)  Imitation,  (b)  Repitition. 


FOR  GRADE  CLASSES 


71 


1.  Exercises  giving  practice  in  forms  likely  to  be 
misused. 

List  for  Special  Drill: 

Who,  whom,  whose. 

This  and  that ;  these  and  those. 

We  boys  went,  not  “us  boys  went.” 

He  gave  it  to  us  boys,  not  “we  boys.” 

Well  and  good;  like  and  love. 

Rise  and  raise;  lose  and  loose. 

He  is  larger  than  I,  not  “than  me.” 

From  him,  not  “off  him.” 

My  father  did  it,  not  “my  father,  he  did  it.” 
“Bring,  take,  carry. 

II.  TEXT  BOOK  ASSIGNMENT : 

Introductory  Language  Work — Reed. 

Lessons  81  to  93  inclusive. 

4-1.  Time:  Three  periods  a  week. 

September — February. 

1.  Using  the  verb:  Do,  did,  done;  See,  saw,  seen;  Lie, 
lay;  Sit,  set;  Blow,  blew,  flown;  Draw,  drew,  drawn; 
Grow,  grew,  grown;  Know,  knew,  known;  Throw, 
threw,  thrown. 

Dictated  and  original  sentences  showing  above  Uses. 

October — March. 

2.  Using  the  Verb:  Beat,  beat,  beaten;  Break,  broke, 
broken;  Fall,  fell,  fallen;  Freeze,  froze,  frozen;  Write, 
wrote,  written;  Choose,  chose,  chosen;  Drive,  drove, 
driven;  Fly,  flew,  flown;  Give,  gave,  given;  Go,  went, 
gone ;  Ride,  rode,  ridden ;  Shake,  shook,  shaken ;  Speak, 
spoke,  spoken;  Forsake,  forsook,  forsaken;  Rise,  rose, 
risen. 

Dictated  and  original  sentences  showing  above  Uses. 
November — April. 

3.  Using  the  Verb:  Steal,  stole,  stolen;  Take,  took, 
taken ;  Tear,  tore,  torn ;  Wear,  wore,  worn ;  Come,  came, 


72 


DETAILED  COURSE  OF  STUDY 


come ;  Drown,  drowned,  drowned ;  Attack,  attacked,  at¬ 
tacked. 

Helping  words  joined  to  Names. 

Use  of  comma,  two  or  more  helping  words. 

Use  of  A  and  An. 

Use  of  this  and  that ;  those  and  these. 

Helping  words  joined  to  Verbs.  How,  when  and 
Where. 

December — May. 

4.  Phrases  joined  to  Chief  Parts.  How,  when  and  Where. 
Use  of  right  helping  word. 

Position  of  helping  words  and  Phrases  to  express 
meaning  intended. 

Avoid  using  two  denying  words  where  only  one  is 
needed. 

Dictated  and  original  sentences  showing  above  uses. 

January — June. 

5.  A  Study  of  Sentences — Chief  Parts  and  Helpers. 
Changing  and  Re-arranging  words  and  phrases. 

Forms  of  words  used  for  names — I,  we,  he,  she,  they, 
who;  Me,  us,  him,  her,  them,  whom. 

Drill  Exercises — It  is  I ;  Whom  did  you  see,  etc. ;  Mary 
and  I  are  going,  etc. ;  He  will  take  Mary  and  me ;  John 
is  older  than  I. 

Use  of  comma  to  separate  connecting  words  and 
phrases,  as — The  first,  second  and  third  stanzas. 

Use  of  nor  with  neither.  Or  with  either. 

Dictated  and  original  sentences  showing  above  uses. 

SELECTIONS  FOR  MEMORIZING. 

FOUR— ONE. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Primary  Fourth  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  The  Child’s  World — 159,  or  We  Thank  Thee 
—255. 


FOR  GRADE  CLASSES 


73 


October.  How  the  Leaves  Come  Down — 136,  or  A  Wonder¬ 
ful  Weaver — 163. 

November.  No  Boy  Knows — 20,  or  Planting  the  Tree- — 135. 
December.  Raining — 162,  or  The  Blue  Bird — 145. 

January.  Proverbs  from  Poor  Richard — 252,  or  Rain  in 
Summer — 267. 

February.  We  Thank  Thee — 255,  or  The  Child’s  World 
—159. 

March.  A  Wonderful  Weaver— 163,  or  How  the  Leaves 
Come  Down — 136. 

April.  Planting  the  Tree — 135,  or  No  Boy  Knows — 20. 
May.  The  Blue  Bird — 145,  or  Raining — 162. 

June.  Rain  in  Summer — 267,  or  Proverbs  from  Poor  Rich¬ 
ard — 252. 

4-2.  Lessons  94  to  154  inclusive. 

September — February. 

1.  Direct  and  Indirect  Quotations. 

Quotations — Fable — The  Hunter  and  Woodcutter. 
Changing  Direct  to  Indirect  Quotations. 

October— March. 

2.  Dictated  and  Original  Sentences  showing  above  Uses. 

November— April. 

3.  Review  of  Capitals. 

Dictated  and  original  sentences  showing  above  uses. 
Composition,  involving  use  of  Capitals. 

December — May. 

4.  Review  of  Punctuation. 

Dictated  and  original  sentences,  showing  above  uses. 
Compositions  involving  Punctuation. 

January — June. 

5.  A  Study  of  Sentences — Chief  Parts,  Helpers. 

Review  Uses  of  Verb. 

Composition,  arranging  and  joining  sentences  into  para¬ 
graphs. 

Use  of  Capitals,  Punctuation  and  Quotations. 
Letter-Writing — headings,  Introductions,  Body  of  Let- 


74 


DETAILED  COURSE  OF  STUDY 


ter,  Closing  and  Signature. 

Friendly  letters,  Formal  and  Informal  Notes,  Business 
Letters,  Invitations,  Excuses  to  Teacher. 

SELECTIONS  FOR  MEMORIZING. 

FOUR— TWO. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Primary  Fourth  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  The  Child’s  World — 159,  or  We  Thank  Thee 
—255. 

October.  How  the  Leaves  Come  Down — 136,  or  A  Won¬ 
derful  Weaver — 163. 

November.  No  Boy  Knows — 20,  or  Planting  the  Tree — 135. 
December.  Raining — 162,  or  The  Blue  Bird — 145. 

January.  Proverbs  from  Poor  Richard — 252,  or  Rain  in 
Summer — 267. 

February.  We  Thank  Thee — 255,  or  The  Child’s  World 
—159. 

March.  A  Wonderful  Weaver — 163,  or  How  the  Leaves 
Come  Down — 136. 

April.  Planting  the  Tree — 135,  or  No  Boy  Knows — 20. 
May.  The  Blue  Bird — 145,  or  Raining,  162. 

June.  Rain  in  Summer — 267  or  Proverbs  from  Poor  Rich¬ 
ard — 252. 

FOURTH  GRADE. 

III.  WRITTEN  ENGLISH. 

Time:  One  period  a  week. 

1.  Orderly  and  effective  self-expression  to  be  secured 
through— 

(a)  Composition :  Paragraph  grouping  of  sentences 
from  outline  based  upon  familiar  subjects. 

(b)  Letter- Writing:  The  writing  of  friendly  letters, 
holding  to  orderly  arrangement. 

(c)  Dictation:  Sentences,  paragraphs  and  stanzas  em- 


FOR  GRADE  CLASSES 


75 


bodying  technicalities  under  "3”  below. 

2.  Cultivation  of  language  sense  through — 

(a)  Imitation  of  model  sentences  and  paragraphs. 

(b)  Memorization — Writing  from  memory  short  selec- 
lections  learned. 

3.  Training  in  technicalities  of  written  work  through— 

(a)  Penmanship.  Palmer  Method. 

(b)  Arrangement:  Parts  of  letter  and  addresses;  mar¬ 
gin  and  indentation. 

(c)  Capitals. 

4-1.  Those  required  in  parts  of  a  letter  and  ad¬ 
dresses;  names  of  the  Deity,  N.  S.  E.  W. 

4-2.  Those  required  in  quotations. 

(d)  Punctuating. 

4-1.  Hyphen  in  division  of  word  at  end  of  line. 

Comma  to  set  off  appositives. 

4-2.  Quotation  marks  in  broken  quotations;  com¬ 
ma  in  dates  and  addresses  in  letter  forms. 

(e)  Abbreviations: 

4-1.  Measures  used  in  arithmetic;  months  and 
days  of  week. 

4-2.  Dr.,  Rev.,  A.  M.,  P.  M.,  Review  those  pre¬ 
viously  taught. 

FIFTH  GRADE. 

I.  SPOKEN  ENGLISH. 

Time :  One  period  a  week. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  lessons;  all  subjects  now  afford  opportuni¬ 
ties  for  expression  of  opinion  and  contributions  of 
information  which  should  encourage  free  and  natural 
use  of  language. 

(b)  Oral  composition.  Sources:  Literature,  biography, 
history,  geography  and  experiences. 

1.  Reproduction  of  stories;  narrations  and  descrip¬ 
tions  from  outlines  worked  out  under  direction  of 
the  teacher. 

2.  Narration  of  unusual  daily  events;  original 


76 


DETAILED  COURSE  OF  STUDY 


story-telling  based  upon  experiences  and  imagina¬ 
tion. 

3.  Letter-Writing. 

5-1.  Discussion  of  the  form  and  contents  of  friend¬ 
ly  letters. 

5-2.  Discussion  of  informal  invitations,  accept¬ 
ances  and  regrets. 

2.  Cultivation  of  language  sense  through— 

(a)  Expression  of  thought  in  different  ways. 

(b)  Memorization  of  selections.  (See  memory  list). 

(c)  Oral  Reading — Comparing  the  merits  of  two  selec¬ 
tions  to  determine  which  portions  are  most  pleasing, 
giving  reasons  for  choice. 

3.  Correct  habits  of  speech  established  through — 

(a)  Imitation,  (b)  Repetition. 

1.  Exercises  giving  practice  in  forms  likely  to  be 
misused. 

List  for  Special  Drill. 

Either  and  or;  neither  and  nor. 

He  is  the  taller  of  the  two,  not  “tallest.” 

Relative  positions  of  objects  expressed  by  under, 
over,  in,  into,  on,  beyond,  above,  beneath,  etc. 
Different  from,  not  “different  than.” 

Ought  not,  not  “hadn’t  ought.” 

Well  and  good,  e.  g.  He  writes  well,  not  “he 
writes  good.” 

She  looks  beautiful,  not  “she  looks  beautifully.” 
Which  for  animals,  who  for  people. 

If  I  were,  not  “if  I  was.” 

Could  have,  not  “could  of.” 

Rather,  not  “kind  of.” 

Shall  I?  shall  we?  not  “will  I?”,  “will  we?” 
Except  and  accept. 

II.  TEXT-BOOK  ASSIGNMENT. 

Graded  Lessons  in  English — Reed  and  Kellogg. 

Lessons  1  to  34  inclusive. 

5-1.  Time:  Three  periods  a  week. 


FOR  GRADE  CLASSES 


77 


September — February. 

1.  Analysis  and  Composition  of  Sentences  with  Simple 
Subject  and  Predicate. 

Talks  on  Language — ideas,  words ;  thoughts,  sentences. 
Two  words  expressing  a  thought. 

The  sentence — its  two  parts. 

Sentence-Building. 

Analysis  and  synthesis. 

Agreement  of  Subject  and  Predicate. 

Capitals  and  Period. 

Classes  of  Words — Nouns. 

Proper  Names — Capitals. 

Predicate  must  contain  verb. 

Pronoun — Words  I  and  0 — Capitals. 

October — March. 

2.  Analysis  and  Composition  of  Sentences  with  Subjects 
modified  by  adjective. 

Modifiers  of  Subject. 

Sentence-Building — Modifiers . 

Classes  of  Words — Adjectives. 

Sentence  Building — Adjective. 

November — April. 

3.  Analysis  and  Composition  of  Sentences  with  Predicate 
modified  by  Adverbs. 

Modifiers  of  Predicate. 

One  modifier  joined  to  another. 

Classes  of  Words — Adjectives. 

Sentence-Building — Adj  ectives. 

Sentence  Building — Adverb  Modifiers. 

Correction  of  errors. 

December — May. 

4.  Analysis  and  Composition  of  Sentences  with  subjects 
and  predicates  modified  by  Prepositional  phrases. 

Word  Groups — related  ideas — Phrases. 

Phrase  introduced  by  Preposition. 

Sentence  Building — Prepositional  Phrases. 


78 


DETAILED  COURSE  OF  STUDY 


January — June. 

5.  Expansion  of  Adjectives  and  Adverbs  into  Phrases  and 

Contraction  of  phrases  into  adjectives  and  adverbs. 

Sentence-Building — Equivalent  Phrases. 

Classes  of  Words — Prepositions. 

The  Sentence — Its  Relation  to  the  Paragraph. 

Uses  of  Words  and  Groups  of  Words  as  Modifiers. 

SELECTIONS  FOR  MEMORIZING. 

FIVE— ONE. 

The  selections  indicated  are  the  minimum  amount  of 

work  to  be  accomplished.  All  the  selections  are  found  in 

Elson’s  Grammar  Fifth  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  The  Old  Oaken  Bucket — 28,  or  The  Night  Has 
a  Thousand  Eyes — 135. 

October.  October’s  Bright  Blue  Weather — 119,  or  Some¬ 
body’s  Mothers — 54. 

November.  The  Corn  Song — 281,  or  The  Arrow  and  the 
Song — 290. 

December.  A  Visit  from  St.  Nicholas — 88,  or  The  Chil¬ 
dren’s  Hour — 291. 

January.  The  Best  That  I  can — 128,  or  “Give” — 127. 

February.  The  Night  Has  a  Thousand  Eyes — 135,  or  The 
Old  Oaken  Bucket — 28. 

March.  Somebody’s  Mother — 54,  or  October’s  Bright  Blue 
Weather— 119. 

April.  The  Arrow  and  the  Song — 290,  or  The  Corn  Song 
—281. 

May.  The  Children’s  Hour — 291,  or  A  Visit  from  St. 
Nicholas — 88. 

June.  The  Best  That  I  can — 128,  or  “Give” — 127. 

5-2.  Lessons  35  to  56  inclusive. 

September — February. 

1.  Analysis  and  Composition  of  Sentences  with  compound 

subjects  and  predicates. 

Classes  of  Words — Conjunctions  and  Interjections. 


FOR  GRADE  CLASSES 


79 


Agreement  of  Subjects  and  Predicates. 

Comma — Phrases  out  of  Natural  Order — Words  and 
Phrases  connected  by  Conjunctions. 

Periods  and  Capitals — Abbreviations. 

Exclamation  Mark. 

Sentence  Dictation  and  Sentence  Building  to  illustrate. 
October — March. 

2.  Analysis  and  Composition  of  Sentences  with  Nouns, 
Pronouns  and  Adjectives  as  Complements — Object 
Noun  and  Attribute  Complements. 

Erros  in  Use  of  Modifiers. 

Position  and  Use  of  Modifiers  to  express  intended 
meaning. 

Use  of  Correct  Preposition. 

Sentence-Building — Attribute  and  Noun  Complements 
— Noun,  Pronoun  and  Adjectives. 

Sentence-Building,  their  relation  to  the  Paragraph — 
General  Topic  and  Sub-topics. 

November — April. 

3.  Analysis  and  Composition  of  Sentences  with  Parti¬ 
ciples  as  Modifiers. 

Participle  distinguished  from  Verb. 

Participle  distinguished  from  Adjectives. 

Participial  Forms  used  as  Nouns. 

Participles  completed  by  Objects  and  Attributes. 
Sentence-Dictation  and  Sentence-Building  to  illustrate 
uses  of  Participles. 

December — May. 

4.  Analysis  and  Composition  of  sentences  with  Infinitives 
doing  the  work  of  the  several  parts  of  a  sentence. 
Meaning  of  Infinitive. 

Infinitive  used  as  Subject;  as  Attribute;  as  Object 
Complement;  as  Adjective  Modifier;  as  Adverb  Modi¬ 
fier. 

Infinitives  may  be  completed  by  objects  and  modifier. 
Sentence-Dictation  and  Sentence-Building  to  illustrate 
several  uses  of  Infinitive. 


80 


DETAILED  COURSE  OF  STUDY 


January — June. 

5.  Analysis  and  Composition  of  Sentences  with  Nouns 
and  Pronouns  as  Modifiers. 

Possessive  Modifiers.  Explanatory  Modifiers. 
Sentence-Dictation  and  Sentence-Building  to  illustrate 
Possessive  and  Explanatory  Modifiers. 
Sentence-Building  changing  Possessive  Modifiers  into 
equivalent  Phrase  Modifiers. 

Use  of  Comma — setting  off  explanatory  Modifiers  into 
equivalent  Phrase  Modifiers. 

Use  of  Comma — setting  off  explanatory  Modifiers  when 
not  restrictive. 

Sentence-Dictation  and  Sentence-Building  to  illustrate 
such  use  of  comma. 

Sentence — Its  relation  to  the  Paragraph. 

Use  of  words  and  groups  of  words  as  Modifiers. 

A  general  notion  of  Narration  and  Description  Writing. 

SELECTIONS  FOR  MEMORIZING. 

FIVE— TWO. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Grammar  Fifth  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  The  Old  Oaken  Bucket — 28,  or  The  Night  Has 
a  Thousand  Eyes — 135. 

October.  October’s  Bright  Blue  Weather — 119,  or  Some¬ 
body’s  Mother — 54. 

November.  The  Corn  Song---281,  or  The  Arrow  and  the 
Song — 290. 

December.  A  Visit  from  St.  Nicholas — 88,  or  The  Chil¬ 
dren’s  Hour — 291. 

January.  The  Best  That  I  can — 128,  or  “Give” — 127. 
February.  The  Night  Has  a  Thousand  Eyes — 135,  or  The 
Old  Oaken  Bucket — 28. 

March.  Somebody’s  Mother — 54,  or  October’s  Bright  Blue 
Weather — 119. 

April.  The  Arrow  and  the  Song — 290,  or  The  Corn  Song 
—281. 


FOR  GRADE  CLASSES 


81 


May.  The  Children’s  Hour — 291,  or  A  Visit  from  St. 
Nicholas — 88. 

June.  The  Best  That  I  Can— 128,  or  “Give”— 127. 

III.  WRITTEN  ENGLISH. 

Time :  One  period  a  week. 

1.  Orderly  and  effective  self-expression  to  be  secured 
through — 

(a)  Composition  about — familiar  subjects  from  outlines 
worked  out  under  direction  of  the  teacher. 

1.  Occasional  reproduction. 

2.  Two  biographies  a  term. 

3.  Original  stories  based  upon  experience  and  imagi¬ 
nation. 

4.  Description  of  persons;  and  objects  observed  in 
nature. 

5.  Narration  of  unusual  current  events. 

(b)  Dictation:  Sentences,  paragraphs  and  stanzas  em¬ 
bodying  technicalities  under  “3”  below. 

( c )  Letter- W ri ting  : 

5-1.  Continue  friendly  letters. 

5-2.  Informal  invitations,  acceptances  and  re¬ 
grets. 

2.  Cultivation  of  the  language  sense  through— 

(a)  Imitation  of  model  sentences,  paragraphs  and 
stanzas. 

(b)  Memorization:  Writing  from  memory  short  selec¬ 
tions  learned. 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship.  (Palmer  Method). 

(b)  Arrangement : 

5-1.  Review  parts  of  letters  and  addresses; 

broken  quotations. 

5-2.  Parts  of  informal  invitations. 

(c)  Capitals: 

5-1.  Review  those  previously  taught;  Letters. 
5-2.  Informal  invitations;  broken  quotations. 

(d)  Punctuation: 

5-1.  Formal  parts  of  friendly  letters;  comma  in 


82 


DETAILED  COURSE  OF  STUDY 


a  series  of  words. 

5-2.  Informal  invitations,  etc.,  comma  in  setting 
off  explanatory  modifiers. 

(e)  Abbreviations: 

5-1.  New  ones  used  in  arithmetic. 

5-2.  Gov.,  Capt.,  Gen.,  Co.,  U.  S. 

SIXTH  GRADE. 

I.  SPOKEN  ENGLISH: 

Time :  One  period  a  week. 

1.  Spontaneous  self-expression  to  be  secured  through— 

(a)  Topical  recitations  in  all  school  subjects. 

(b)  Oral  composition:  Sources;  Literature;  biography; 
history;  geography;  and  experiences. 

1.  Reproduction  of  stories,  descriptions  and  narra- 
rations  from  outlines  worked  out  by  individual 
pupils. 

2.  Narration  of  unusual  daily  events;  original  story¬ 
telling  based  upon  experiences  and  imagination; 
description  of  objects  observed  in  nature. 

3.  Letter- Writing:  Continued  consideration  of  form 
and  content  of  friendly  and  business  letters; 
social  forms. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Variety  of  expression. 

1.  Expression  of  a  thought  in  different  ways. 

2.  Study  of  selections  to  determine  fitness  of  expres¬ 
sion  to  the  subject. 

(b)  Memorization  of  selections  (see  memory  list). 

c)  Oral  reading:  Class  criticism  and  discussion  of  selec¬ 
tions. 

3.  Correct  habits  of  speech  established  through — 

(a)  Imitation,  (b)  Repetition. 

1.  Exercises  giving  practice  in  forms  likely  to  be 
misused. 

List  for  Special  Drill: 

Each,  every  and  either  are  singular  and  demand 


FOR  GRADE  CLASSES 


83 


that  the  sentence  be  constructed  in  the  singular 
throughout,  e.  g.  : 

Every  boy  has  finished  his  task,  not  “each  one 
did  their  task.” 

Mad  and  angry;  stay  and  stop. 

Think,  guess  and  reckon. 

Grand,  swell,  fierce. 

Awful,  terrible,  frightful. 

Those  things,  not  “them  things.” 

That  (or  this)  kind,  not  “Those  (or  them)  kind.” 
Let  and  leave. 

Funny,  strange  and  odd. 

Calculate  and  intend. 

Nice,  lovely,  cute. 

Expect  and  suspect. 

II.  TEXT  BOOK  ASSIGNMENT:  GRADED  LESSONS 
IN  ENGLISH— Reed  &  Kellogg. 

6-1.  Lessons  57  to  77  inclusive. 

Time:  Three  periods  a  week. 

September — February. 

1.  Analysis  and  Composition  of  Complex  Sentences  con¬ 
taining  Adjective  Clause. 

Independent  and  Dependent  Clauses  distinguished. 
Simple  and  Complex  Sentences  distinguished. 
Sentence-Dictation  and  Sentence-Building  to  illus¬ 
trate. 

Sentence-Building  to  illustrate  Adjective  Clause. 

Use  of  Comma  to  set  off  Adjective  Clause  when  not 
restrictive. 

Expanding  Adjective  and  Possessive  Modifiers  into 
Phrases  and  Clauses. 

Changing  Simple  Sentences  into  Complex  Sentences 
by  expanding  Participal  Phrases  into  Clauses. 

October — March. 

2.  Analyzing  and  Composition  of  Sentences  containing 
Adverb  Clauses. 

Adverb  Clauses  expressing  time,  place,  cause,  manner, 


84 


DETAILED  COURSE  OF  STUDY 


degree,  condition,  purpose  and  concession. 

Expanding  Phrases  into  Adverb  Clauses. 

Use  of  Comma  to  set  off  Adverb  Clauses  when  not 
restrictive. 


November — April. 

3.  Analysis  and  Composition  of  Sentences  containing 
Noun  Clauses. 

Noun  Clauses  used  as  Subject  of  Sentence. 

Noun  Clauses  used  as  Object  Complement. 

Noun  Clauses  used  as  Attribute  Complement. 
Sentence-Dictation  and  Sentence-Building  to  illustrate. 
Use  of  Quotation  Marks  in  Direct  and  Divided  Quota¬ 
tions. 

Use  of  Colon  after :  as  follows,  thus,  etc. 

Question  Mark  inside  Quotation  Marks. 

December — May. 

4.  Analysis  and  Composition  of  Compound  Sentences  con¬ 
taining  two  or  more  Independent  Clauses. 
Sentence-Building  to  Illustrate  Declarative,  Iinterroga- 
tive,  Imperative  and  Exclamatory  Sentences. 

Changing  Sentences  of  one  kind  into  those  of  another 
kind. 

Use  of  Comma  or  Commas  to  set  off  Direct  Address. 

January — June. 

5.  Parts  of  Speech  Sub-divided. 

Classes  of  Nouns  and  Pronouns  in  Sentences. 

Classes  of  Adjectives  in  Sentences. 

Classes  of  Verbs  in  Sentences. 

Classes  of  Adverbs  in  Sentences. 

Classes  of  Conjunctions  and  other  Connectives  in  Sen¬ 
tences. 

Proper  adjectives  begin  with  Capital. 

Orderly  steps  of  a  Description — From  General  to  Par¬ 
ticular. 

The  Relation  of  Paragraph  to  Theme. 


FOR  GRADE  CLASSES 


85 


SELECTIONS  FOR  MEMORIZING. 

SIX— ONE. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Grammar  Sixth  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  The  Flag — 15,  or  Gradatim — 110. 

October.  The  Village  Blacksmith — 300,  or  Those  Evening 
Bells— 111. 

November.  Find  a  Way  or  Make  It — 105,  or  The  Barefoot 
Boy — 40. 

December.  Dare  to  do  Right — 102,  or  Our  Country — 19. 
January.  Abou  Ben  Adhem — 39,  or  A  Psalm  of  Life — 103. 
February.  Gradatim — 110,  or  The  Flag — 15. 

March.  Those  Evening  Bells — 111,  or  The  Village  Black¬ 
smith — 300. 

April.  The  Barefoot  Boy — 40,  or  Find  a  Way  or  Make  It 
—105. 

May.  Our  Country — 19,  or  Dare  to  do  Right — 102. 

June.  A  Psalm  of  Life — 103,  or  Abou  Ben  Adhem — 39. 
6-2.  Lessons  78  to  end. 

MODIFICATIONS  OF  THE  PARTS  OF  SPEECH. 
September— February. 

1.  Nouns  and  Pronouns  with  all  their  modifications  in  sen¬ 
tences. 

Number — several  ways  of  forming  Plural. 

Gender — Three  ways  of  distinguishing  masculine  from 
feminine. 

Person — Personal  Pronouns,  person  distinguished  by 
form. 

October — March. 

2.  CASE: 

Nominative  as  Subject,  Attribute  Complement,  Ex¬ 
planatory  Modifiers  and  Independent. 

Objective  as  Object  Complement,  chief  word  of  Prepo¬ 
sitional  Phrase,  Explanatory  Modifiers. 


86 


DETAILED  COURSE  OF  STUDY 


Objective  Complement,  Adverbially;  to  complete  a  Par¬ 
ticiple  or  an  Infinitive. 

Possessive  as  Adjective  Modifier  and  Explanatory 
Modifier. 

Sentence-Dictation  and  Sentence-Building,  to  illustrate 
each  case  form. 

Possessive  Formation. 

List  and  learn  Pronouns  always  in  Nominative,  Objec¬ 
tive  and  Possessive  Cases. 

N  o  vember — April. 

3.  Adjectives  and  Adverbs  with  their  one  modification  in 
sentences. 

Comparison — Ways  of  forming. 

December — May. 

4.  Verbs  with  their  modifications  in  sentences. 

Voice,  Mode,  Tense,  Person  and  Number. 

Common  errors  in  verb  forms. 

January — June. 

5.  Composition  of  sentences  in  paragraphs  and  of  para¬ 
graphs  in  themes. 

Composition  of  paragraphs  in  letters. 

Summary  of  the  Rules  of  Syntax. 

Review  Capitals  and  Rules  of  Punctuation. 
Sentence-Dictation  and  Sentence-Building  to  illustrate. 
Review  “Graded  Lessons.” 

SELECTIONS  FOR  MEMORIZING. 

SIX— TWO. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Grammar  Sixth  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  The  Flag — 15,  or  Gradatim — 110. 

October.  The  Village  Blacksmith — 300,  or  Those  Evening 
Bells— 111. 

November.  Find  a  Way  or  Make  It — 105,  or  The  Barefoot 
Boy — 40. 


FOR  GRADE  CLASSES 


87 


December.  Dare  To  Do  Right — 102,  or  Our  Country — 19. 
January — Abou  Ben  Adhem — 39,  or  A  Psalm  of  Life — 103. 
February.  Gradatim — 110,  or  The  Flag — 15. 

March.  Those  Evening  Bells — 111,  or  The  Village  Black¬ 
smith — 300. 

April.  The  Barefoot  Boy — 40,  or  Find  a  Way  or  Make  It 
—105. 

May.  Our  Country — 19,  or  Dare  To  Do  Right — 102. 

June.  A  Psalm  of  Life — 103,  or  Abou  Ben  Adhem — 39. 

III.  WRITTEN  ENGLISH  : 

Time:  One  period  a  week. 

1.  Orderly  and  effective  self-expression  to  be  secured 
through — 

(a)  Compositions  from  outlines  by  pupils. 

1.  Occasional  reproduction. 

2.  Two  biographies  a  term. 

3.  Original  stories  based  upon  experience  and  imagi¬ 
nation. 

4.  Description  of  persons;  situations;  and  objects 
observed  in  nature. 

5.  Narration  of  unusual  current  events. 

(b)  Dictation:  Sentences,  paragraphs  and  stanzas  em¬ 
bodying  technicalities  given  under  “3”  below. 

(c)  Letter- writing :  Friendly  and  business  letters;  for¬ 
mal  invitations;  acceptances  and  regrets. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Imitation  of  model  sentences,  paragraphs  and  short 
selections. 

(b)  Memorization:  Writing  from  memory  short  selec¬ 
tions  learned. 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship.  (Palmer  Method). 

(b)  Arrangement:  Lines  in  poetry;  parts  of  business 
letters  and  formal  invitations. 

(c)  Capitals:  Names  of  particular  bodies  of  people, 
office,  position  and  events. 

(d)  Punctuation: 


88 


DETAILED  COURSE  OF  STUDY 


6-1.  Comma  to  set  off  adjective  and  adverb  clauses 
when  not  restrictive;  direct  address.  Quo¬ 
tation  marks  on  direct  and  divided  quota¬ 
tions. 

6-2.  Colon  after  following,  thus,  etc.  Semi-colon 
in  compound  sentences.  Use  of  parenthesis, 
(e)  Abbreviations:  Review  points  previously  taught; 
M.  D.,  P.  S.,  Sec.,  etc.,  names  of  states. 

SEVENTH  GRADE. 

I.  SPOKEN  ENGLISH: 

Time :  One  period  a  week. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  lessons  in  school  subjects. 

(b)  Oral  composition.  Sources:  Literature;  biography; 
history;  geography;  and  experiences. 

1.  Occasional  reproduction  of  stories. 

2.  Narration  of  current  events ;  original  story-telling 
based  upon  experience  and  imagination;  pupil 
using  his  own  outline. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Variety  of  expression. 

1.  Expressing  a  thought  in  different  ways. 

2.  Study  of  selections  to  determine  fitness  of  expres¬ 
sion  to  the  subject. 

(b)  Memorization  of  selections.  (See  memory  list). 

(c)  Oral  reading ;  class  criticism  and  discussion  of  chosen 
selections. 

3.  Correct  habits  of  speech  established  through — 

(a)  Imitation,  (b)  Repetition. 

1.  Exercises  giving  practice  in  forms  likely  to  be 
misused. 

List  for  Special  Drill : 

Center  and  middle. 

Scared  and  afraid. 

Balance  and  remainder. 

Both  and  each. 

Plenty  and  plentiful. 


FOR  GRADE  CLASSES 


89 


Healthy  and  healthful. 

Apt,  likely,  liable. 

Less  and  fewer. 

Bring,  carry  and  fetch. 

Well  and  good. 

I  may  have  gone,  not  “I  may  of  gone.” 

Attack,  Attacked,  Attacked. 

Forms  of  English  used  in  telephoning. 

II.  TEXT  BOOK  ASSIGNMENT : 

Higher  Lessons  in  English — Reed  and  Kellogg. 

7-1.  Lessons  1  to  48  inclusive. 

Time:  Three  periods  a  week. 

THE  SIMPLE  SENTENCE: 

September — February. 

1.  Talks  on  Language,  Thought,  Sentences,  Sounds  and 
Letters. 

The  Sentence — Subject  and  Predicate. 

Composition — Subject  and  Predicate. 

Classes  of  Words — Nouns  and  Pronouns. 

Capital  Letters. 

Abbreviations. 

Verbs — Agreement. 

October — March. 

2.  Modified  Subject — Adjectives. 

Composition — Adj  ectives. 

Modified  Predicate — Adverbs. 

Phrases — Prepositions. 

Composition — Prepositional  Phrases . 

November — April. 

3.  Compound  Subject  and  Compound  Predicate. 
Composition — Connected  terms — Inter j ections. 
Punctuation — Exclamation  Point. 

Capital  Letters  I  and  0. 

General  Exercises — Analysis — Classification  of  Words. 


00 


DETAILED  COURSE  OF  STUDY 


December — May. 

4.  Complement — Object. 

Complements — Nouns,  Adjectives  as  Attribute. 
Complement — Obj  ective. 

Composition — Complements. 

Nouns  as  Adjective  Modifiers — Possessive  and  Explan¬ 
atory. 

Composition — Nouns  as  Adjective  Modifiers. 

January — June. 

5.  Nouns  as  Adverb  Modifiers. 

Verbs  as  Adjectives  and  as  Nouns — Participles. 
Composition — Participles. 

Verbs  as  Nouns — Infinitives. 

Words  and  Phrases  used  independently. 

Composition — Indepenedent  Words  and  Phrases — 
Comma. 

Sentences  classified — Meaning. 

SELECTIONS  FOR  MEMORIZING. 
SEVEN-ONE. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Grammar  Seventh  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  What  Constitutes  a  State — 15,  or  Abraham 
Lincoln — 22. 

October.  Forbearance — 357,  or  To  a  Skylark — 70. 
November.  The  Landing  of  the  Pilgrim  Fathers — 27,  or 
Under  the  Greenwood  Tree — 110. 

December.  The  Day  is  Done — 353,  or  To  a  Mountain  Daisy 
—86. 

January.  The  Builders — 341,  or  Maud  Muller — 378. 

February.  Abraham  Lincoln — 22,  or  What  Constitutes  a 
State — 15. 

March.  To  a  Skylark — 70,  or  Forbearance — 357. 

April.  Under  the  Greenwood  Tree — 110,  or  The  Landing 
of  the  Pilgrim  Fathers — 27. 


FOR  GRADE  CLASSES 


91 


May.  To  a  Mountain  Daisy — 86,  or  The  Day  is  Done — 353. 
June.  Maud  Muller — 378,  or  The  Builders — 341. 

7-2.  Lessons  59  to  100  inclusive. 

Time:  Three  periods  a  week. 

THE  COMPLEX  SENTENCE: 

September — February. 

1.  Adjective  Clauses. 

Composition — Adj ective  Clause — Comma. 

Adverb  Clauses. 

Composition  Adverb  Clauses — Comma. 

October — March . 

2.  NOUN  CLAUSES: 

Noun  clauses  as  subject. 

Noun  clauses  as  object  complement. 

Noun  clauses  as  attribute  complement. 

Noun  clauses  as  explanatory  modifier. 

Noun  clauses  as  chief  term  of  prepositional  phrase. 
Noun  clause  as  Attribute — Comma. 

Punctuation — Quotation  Marks — Capitals. 

November — April. 

3.  THE  COMPOUND  SENTENCE: 

Clauses — Independent  and  Dependent. 

Sentences  Classified — Form. 

Independent  Clauses — their  uses  in  expressing  thought. 
Composition — Compound  Sentence — Comma,  semi¬ 
colon. 

Complex  and  Compound  clauses. 

Expansion — Participles — Infinitives. 

December — May. 

4.  GENERAL  REVIEW: 

Scheme  for  the  sentence. 

Uses  of  words  and  groups  of  words  as  the  expression 
and  modifiers  of  thought. 

Sentences  grouped  into  paragraphs. 

Paragraphs  grouped  into  Theme. 


92 


DETAILED  COURSE  OF  STUDY 


January — June. 

5.  PARTS  OF  SPEECH  SUBDIVIDED : 

Classes  of  Nouns  and  Pronouns. 

Construction  of  Pronouns. 

Classes  of  Adjectives. 

Construction  of  Adjectives. 

Classes  of  Verbs. 

Construction  of  Adverbs. 

Construction  of  Prepositions. 

Classes  of  Conjunctions  and  other  connectives. 

SELECTIONS  FOR  MEMORIZING. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 
Elson’s  Grammar  Seventh  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  What  Constitutes  a  State — 15,  or  Abraham 
Lincoln — 22. 

October.  Forbearance — 357,  or  To  a  Sky  Lark — 70. 
November.  The  Landing  of  the  Pilgrim  Fathers — 27,  or 
Under  the  Greenwood  Tree — 110. 

December.  The  Day  is  Done — 353,  or  To  a  Mountain 
Daisy — 86. 

January.  The  Builders — 341,  or  Maud  Muller — 378. 
February.  Abraham  Lincoln — 22,  or  What  Constitutes  a 
State — 15. 

March.  To  A  Sky  Lark — 70,  or  Forbearance — 357. 

April.  Under  the  Greenwood  Tree — 110,  or  The  Landing 
of  the  Pilgrim  Fathers — 27. 

May.  To  a  Mountain  Daisy — 86,  or  The  Day  is  Done — 353. 
June.  Maud  Muller — 378,  or  The  Builders — 341. 

III.  WRITTEN  ENGLISH: 

Time :  One  period  a  week. 

1.  Orderly  and  effective  self-expression  to  be  secured 
through — 

(a)  Composition  from  outlines  prepared  by  pupils. 

1.  Occasional  reproduction. 

2.  Two  biographies  a  term. 


FOR  GRADE  CLASSES 


93 


3.  Original  stories  based  upon  experience  and  imagi¬ 
nation. 

4.  Description  of  persons;  situations;  and  objects 
observed  in  nature. 

5.  Narration  of  unusual  events. 

(b)  Dictation:  Sentences,  paragraphs  and  stanzas  em¬ 
bodying  technicalities  under  “3”  below ;  also  friendly 
and  business  letters. 

(c)  Letter- writing :  Practice  in  the  writing  of  friendly 
and  business  letters,  applications  for  positions. 

2.  Cultivation  of  language  sense  through — 

(a)  Building  sentences — 

7-1.  From  the  elements  of  a  simple  sentence. 

7-2.  From  the  elements  of  a  complex  sentence. 

(b)  Memorization:  Writing  from  memory  short  selec¬ 
tions  learned. 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship  (Palmer  Method). 

(b)  Arrangement:  Business  forms. 

(c)  Capitals: 

7-1.  Special  attention  to  some  of  the  more  diffi¬ 
cult  points  in  the  use  of  capitals. 

7-2.  Summary  of  rules  for  use  of  capitals  learned. 

(d)  Punctuation: 

7-1.  Review  points  previously  taught  formulating 
rules  for  uses  already  known  of  period,  inter¬ 
rogation  mark,  exclamation  point,  apos¬ 
trophe,  hyphen,  quotation  marks;  comma  in 
setting  off  independent  words  and  phrases 
and  an  appositive. 

7-2.  Comma  in  setting  off  qualifying  clauses; 
semi-colon  in  compound  sentences. 

(e)  Abbreviations:  Review  abbreviations  already  taught; 
A.  D.,  B.  C.,  Anon.,  Messrs.,  D.  D.,  C.  0.  D. 

EIGHTH  GRADE. 

I.  SPOKEN  ENGLISH: 

Time:  One  period  a  week. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  recitations  in  school  subjects. 


94 


DETAILED  COURSE  OF  STUDY 


(b)  Oral  compositions.  Sources :  Literature ;  biography ; 
history;  geography;  and  experiences. 

1.  Occasional  reproductions. 

2.  Narration  of  current  events ;  original  story-telling 
based  upon  experience  and  imagination. 

3.  Original  imaginative  work  suggested  by  topic  sen¬ 
tence,  picture  or  unusual  situation. 

4.  Debate. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Variety  of  expression. 

1.  Expressing  a  thought  in  different  ways. 

2.  Study  of  selections  to  determine  fitness  of  expres¬ 
sion  to  the  subject. 

(c)  Oral  reading:  Class  criticism  and  discussion  of 
chosen  selections  and  of  interpretation  given  by 
others. 

3.  Correct  habits  of  speech  established  through— 

(a)  Imitation,  (b)  Repetition. 

1.  Exercises  giving  practice  in  forms  likely  to  be 
misused. 

List  for  Special  Drill: 

Review  previous  lists. 

Shall  and  will ;  should  and  would. 

Might  and  could ;  may,  can,  must. 

Agreement  of  verb  and  subject. 

Order  and  form  of  personal  pronouns. 
Discrimination  between  adjectives  and  adverbs. 
Comparison  of  adjectives  and  adverbs. 

Use  of  relative  pronouns. 

Forms  of  English  used  in  telephoning. 

II.  TEXT  BOOK  ASSIGNMENT:  Higher  Lessons  in 
English — Reed  and  Kellogg. 

8-1.  Lessons  112  to  142  inclusive. 

MODIFICATIONS  OF  THE  PARTS  OF  SPEECH. 

September — February. 

1.  Modifications  of  Nouns  and  Pronouns. 

Number — Forms — Construction. 


FOR  GRADE  CLASSES 


95 


Gender — Forms — Construction . 

Person — Forms — Personal  Pronouns  and  Verbs. 

October — March. 

2.  CASE: 

Nominative  as  Subject,  Attribute  Complement. 
Explanatory  Modifier,  used  indepedently. 

Possessive  as  Adjective  Modifier  and  Explanatory 
Modifier. 

Objective  as  Object  Complement,  Chief  Word  of  Pre¬ 
positional  Phrase,  Explanatory  Modifier,  Noun  used 
Adverbially. 

November — April. 

3.  Parsing  Nouns  and  Pronouns. 

Construction  of  Possessives. 

Declensions. 

Constructions  of  Case-forms — Pronouns. 

Review — Scheme  for  the  Noun. 

Comparison — Forms. 

Construction  of  Comparatives  and  Superlatives. 
December — May. 

4.  Modifications  of  the  Verb. 

V  oice — Composition . 

Mode,  Tense,  Number  and  Person. 

Irregular  Verbs.  Conjugation. 

Analysis  of  Mode  and  Tense  Forms. 

Meaning  of  Mode  and  Tense  Forms. 

Parsing  Verbs. 

Constructions  of  Number  and  Person  Forms. 

January — June. 

5.  General  Review — Scheme  for  the  Verb. 

SELECTIONS  FOR  MEMORIZING. 
EIGHT-ONE. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accompished.  All  the  selections  are  found  in 
Elson’s  Grammar  Eighth  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 


96 


DETAILED  COURSE  OF  STUDY 


September.  Lochinvar — 91,  or  Apostrophe  to  the  Ocean 
—71. 

October.  Columbus — 388,  or  Mercy — 98,  Man — 102. 
November.  To  a  Waterfowl — 60,  or  the  Brook — 44. 
December.  Love  of  Country — 355,  or  Opportunity — 59. 
January.  The  American  Flag — 385,  or  Dedication  Speech 
at  Gettysburg — 374. 

February.  Apostrophe  to  the  Ocean — 71,  or  Lochinvar— 91. 
March.  Mercy — 98,  Man — 102,  or  Columbus — 388. 

April.  The  Brook — 44,  or  To  a  Waterfowl — 60. 

May.  Opportunity — 59,  or  Love  of  Country — 355. 

June.  Dedication  Speech  at  Gettysburg — 374,  or  The 
American  Flag — 385. 

8-2.  Lessons  146  to  149  inclusive. 

Lessons  156  to  161  inclusive. 

Lessons  165  to  168  inclusive. 

September — February. 

1.  Summary  of  Rules  for  Capitals. 

Composition  to  Illustrate. 

Summary  of  Rules  for  Punctuation. 

Composition  to  Illustrate. 

October — March. 

2.  The  Paragraph. 

Paragraph — Compositions. 

November — April. 

3.  Theme — Analysis. 

Theme — Compositions. 

December — May. 

4.  Letter-writing — Informal  and  Formal  Notes. 

Social  and  Business  Letters. 

January — June. 

5.  General  Review. 

SELECTIONS  FOR  MEMORIZING. 

EIGHT— TWO. 

The  selections  indicated  are  the  minimum  amount  of 
work  to  be  accomplished.  All  the  selections  are  found  in 


FOR  GRADE  CLASSES 


97 


Elson’s  Grammar  Eight  Reader,  and  are  intended  to  cor¬ 
relate  with  the  work  in  Reading. 

September.  Lochinvar — 91,  or  Apostrophe  to  the  Ocean 
—71. 

October.  Columbus — 388,  or  Mercy — 98,  Man — 102. 
November.  To  a  Waterfowl — 60,  or  The  Brook — 44. 
December.  Love  of  Country — 355,  or  Opportunity — 59. 
January.  The  American  Flag — 385,  or  Dedication  Speech 
at  Gettysburg — 374. 

February.  Apostrophe  to  the  Ocean— 71,  or  Lochinvar 
—91. 

March.  Mercy — 98,  Man — 102,  or  Columbus — 388. 

April.  The  Brook — 44,  or  To  a  Waterfowl — 60. 

May.  Opportunity — 59,  or  Love  of  Country — 355. 

June.  Dedication  Speech  at  Gettysburg — 374,  or  The 
American  Flag — 385. 

III.  WRITTEN  ENGLISH: 

Time:  One  Period  a  Week. 

1.  Orderly  and  effective  self-expression  to  be  secured 
through — 

(a)  Compositions  from  outlines,  particular  care  to  be 
given  to  structure  of  sentences  and  paragraphs. 

1.  Occasional  reproductions. 

2.  Two  biographies  a  term. 

3.  Original  stories  based  upon  experience  and  imagi¬ 
nation,  or  suggested  by  topic  sentence. 

4.  Description  of  persons;  situations;  and  objects  ob¬ 
served  in  nature. 

5.  Narration  of  unusual  current  events. 

(b)  Dictation:  Business  letters  and  business  and  social 
forms. 

(c)  Letter- writing — Much  practice  in  writing  friendly 
and  business  letters,  telegrams,  business  and  social 
forms,  and  applications  for  positions. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Building  sentences  from  elements  considered  under 
technical  grammar. 


98 


DETAILED  COURSE  OF  STUDY 


(b)  Memorization:  Writing  from  memory  short  selec¬ 
tions  learned. 

(c)  Debate. 

3.  Training  in  technicalities  in  written  work  through — 

(a)  Penmanship  (Palmer  Method). 

(b)  Arrangement:  Business  Forms. 

(c)  Capitals: 

8-1.  Review  the  more  common  rules  for  the  use 
of  capitals. 

8-2.  Special  emphasis  upon  learning  and  applying 
all  practical  rules  of  punctuation. 

(e)  Abbreviations:  viz.,  i.  e.,  e.  g.,  review  those  previ¬ 
ously  taught. 


a^^^Call  Printing  Co. 


